Graduate portfolio

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Graduate portfolio

  1. 1. Graduate Portfolio Crystal Fluharty 2011 Click to Proceed
  2. 2. Table of Contents <ul><li>Resume </li></ul><ul><li>Transcript </li></ul><ul><li>Reference Letters </li></ul><ul><li>Student Teaching Reflection </li></ul><ul><li>“ Reason to be a Teacher” </li></ul><ul><li>7 th Grade Science “Interactions of Living Things” Unit </li></ul><ul><li>Muskingum University Formative Evaluation </li></ul><ul><li>Buckeye Local Jr. High Literacy Night </li></ul><ul><li>Lesson Plan </li></ul><ul><li>Assessment Analysis </li></ul><ul><li>Environmental Behavioral Support </li></ul><ul><li>Final Evaluation </li></ul><ul><li>* Click on any document to view in a larger format </li></ul><ul><li>* Use the Nature Journal icon to navigate through the presentation </li></ul>
  3. 4. Graduate Transcript
  4. 5. Final Evaluation
  5. 6. Pre-assessment Chart <ul><li>Pre-assessment given to find out what the students already know about the material. </li></ul><ul><li>All students were given an “A” in the grade book for attempting to answer the questions. </li></ul>
  6. 7. Pre-assessment January 26, 2011 <ul><li>1) Compare and Contrast: Biome & </li></ul><ul><li>Biosphere </li></ul><ul><li>2) Put the Levels of Organization in Order from smallest to largest </li></ul><ul><li>Population > Biome > Organism > Eco system > Biosphere > Community </li></ul><ul><li>3) What are the 4 main elements of the Biosphere? </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul>
  7. 8. 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
  8. 9. 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.
  9. 10. Re-teaching Post Assessment <ul><li>Student 1 made great improvement! </li></ul><ul><li>Student 2 still struggled with the main concepts </li></ul><ul><li>Student 3 improved, still struggling with the 4 major elements of a biosphere </li></ul><ul><li>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. </li></ul>
  10. 11. Re-teach Post assessment/ Graph to Summarize Student Progress Back to the Table of Contents
  11. 12. Lesson Plan (Click to view)
  12. 13. Reference Letters (Click to view)
  13. 14. 7 th Grade Life Science “Interactions of Living Things” Unit <ul><li>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. </li></ul><ul><li>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! </li></ul>
  14. 15. Muskingum University Formative Evaluation <ul><li>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. </li></ul>
  15. 16. Buckeye Local Jr. High Literacy Night <ul><li>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! </li></ul>
  16. 17. Student Teaching Reflection
  17. 18. Reason to be a Teacher

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