This portfolio document provides an overview of Chelsey Martin's teaching experience and qualifications. It includes a resume, philosophy of education, summaries of an action research project and curriculum unit, and descriptions of classroom management approaches and literacy assessment case studies from her time student teaching in various elementary grade levels. The portfolio aims to demonstrate Chelsey's understanding of effective teaching practices and her ability to plan and implement standards-aligned curriculum and assessments.
The Effects Of Inquiry-Based Method On The Learning Of Students In Science Cl...Pakistan
This document presents a study on the effects of inquiry-based learning methods in a science classroom at the elementary level. It begins with background on the history of science education and inquiry-based learning. The problem is that traditional teaching methods inhibit student inquiry. The objectives are to investigate inquiry-based learning methods and their impact on student learning. The significance is that inquiry-based learning enhances the learning experience and develops important skills. The study aims to evaluate strategies used by a teacher to improve student learning in science using inquiry-based methods. It reviews literature on inquiry models and the theoretical framework of constructivism.
Impact Of Verbal Linguistic Intelligence On Learning At Elementary Level By P...Pakistan
The document summarizes an action research study on the impact of verbal linguistic intelligence on learning at the elementary level. The study was conducted among 4 students in class 7 at a government girls high school in Hyderabad, India. Data was collected over 3 cycles using storytelling, speaking cards, and presentations and was analyzed using rubrics. The results found that student 1 performed well in most areas, student 2 needed improvement in voice, student 3 was fair in some areas and good in others, and student 4 needed improvement in several areas including voice and time management. The study aimed to help students improve their verbal linguistic skills and understanding of intelligence.
Manage Bullies And Take Action Against Bullying At Educational Institutes by ...Pakistan
This document outlines an action research project on managing bullies and taking action against bullying in educational institutes. The study aims to identify the causes of bullying in schools and strategies to address it. Data was collected through observation of students at a Urdu school attached to GECE Hyderabad. The research found that bullying negatively impacts students' learning and confidence. Recommendations include using cooperative learning, group work, and videos to curb bullying behaviors and help both bullies and victims. The goal is to solve this significant problem and make schools a safer environment for all students.
Developing Student Confidence In Speaking English At Primary Level by sayeda ...Pakistan
This document outlines an action research project aimed at developing student confidence in speaking English at the primary level. The study was conducted over six weeks with three students in the third grade of a primary school in Hyderabad, Pakistan. Data was collected through teacher interviews, classroom observations using checklists before and after implementing speaking activities, and analysis of student participation and performance. The results showed that conducting regular speaking activities helped increase student confidence and reduce shyness. The study concluded that teachers should use varied teaching strategies to engage shy students and develop their confidence in speaking.
The Effect Of Grammar Translation Method On Students Learning At Primary Lev...Pakistan
The document outlines an action research project on the effectiveness of the Grammar Translation Method in teaching English as a second language. It includes an introduction stating the research problem, objectives, questions and theoretical framework. The methodology section describes a qualitative approach using observations and checklists. Three cycles of action are described - an initial meeting, pre-observation checklist, and lesson plan delivery followed by a post-observation checklist. Discussion of the findings showed improvement in student vocabulary and language skills. The conclusion states the experience was positive and helped improve teaching abilities. Recommendations include developing grammar-based activities and encouraging student skill development.
The Effects Of Inquiry-Based Method On The Learning Of Students In Science Cl...Pakistan
This document presents a study on the effects of inquiry-based learning methods in a science classroom at the elementary level. It begins with background on the history of science education and inquiry-based learning. The problem is that traditional teaching methods inhibit student inquiry. The objectives are to investigate inquiry-based learning methods and their impact on student learning. The significance is that inquiry-based learning enhances the learning experience and develops important skills. The study aims to evaluate strategies used by a teacher to improve student learning in science using inquiry-based methods. It reviews literature on inquiry models and the theoretical framework of constructivism.
Impact Of Verbal Linguistic Intelligence On Learning At Elementary Level By P...Pakistan
The document summarizes an action research study on the impact of verbal linguistic intelligence on learning at the elementary level. The study was conducted among 4 students in class 7 at a government girls high school in Hyderabad, India. Data was collected over 3 cycles using storytelling, speaking cards, and presentations and was analyzed using rubrics. The results found that student 1 performed well in most areas, student 2 needed improvement in voice, student 3 was fair in some areas and good in others, and student 4 needed improvement in several areas including voice and time management. The study aimed to help students improve their verbal linguistic skills and understanding of intelligence.
Manage Bullies And Take Action Against Bullying At Educational Institutes by ...Pakistan
This document outlines an action research project on managing bullies and taking action against bullying in educational institutes. The study aims to identify the causes of bullying in schools and strategies to address it. Data was collected through observation of students at a Urdu school attached to GECE Hyderabad. The research found that bullying negatively impacts students' learning and confidence. Recommendations include using cooperative learning, group work, and videos to curb bullying behaviors and help both bullies and victims. The goal is to solve this significant problem and make schools a safer environment for all students.
Developing Student Confidence In Speaking English At Primary Level by sayeda ...Pakistan
This document outlines an action research project aimed at developing student confidence in speaking English at the primary level. The study was conducted over six weeks with three students in the third grade of a primary school in Hyderabad, Pakistan. Data was collected through teacher interviews, classroom observations using checklists before and after implementing speaking activities, and analysis of student participation and performance. The results showed that conducting regular speaking activities helped increase student confidence and reduce shyness. The study concluded that teachers should use varied teaching strategies to engage shy students and develop their confidence in speaking.
The Effect Of Grammar Translation Method On Students Learning At Primary Lev...Pakistan
The document outlines an action research project on the effectiveness of the Grammar Translation Method in teaching English as a second language. It includes an introduction stating the research problem, objectives, questions and theoretical framework. The methodology section describes a qualitative approach using observations and checklists. Three cycles of action are described - an initial meeting, pre-observation checklist, and lesson plan delivery followed by a post-observation checklist. Discussion of the findings showed improvement in student vocabulary and language skills. The conclusion states the experience was positive and helped improve teaching abilities. Recommendations include developing grammar-based activities and encouraging student skill development.
This document outlines the key concepts in the study of language and structure, including the building blocks of language like phonemes, morphemes and syntax. It then describes the properties of human language and provides the scope and sequence of the secondary English curriculum, including the goals and expectations at each grade level. The curriculum focuses on developing communication skills, citizenship, and preparing students for an increasingly globalized world through contextualized and interactive language learning.
This document is Lisa Anderson-Umana's final assignment submitted for her Doctor of Philosophy degree in Educational Studies at Trinity Evangelical Divinity School. It contains an agenda she used to teach a class on promoting critical thinking in a postmodern world to teachers in Honduras. The agenda includes defining key terms, reviewing a model of how people gain knowledge, and discussing strategies for teachers to use students' experiences and question assumptions in their lessons to develop critical thinking.
Relationship Between Music And Math’s In The Interest Of Students Learning By...Pakistan
This document outlines an action research project on integrating music into mathematics lessons to increase student interest and learning. The research was conducted with 10 students in a Sindhi school in Hyderabad. Interviews with teachers and observations of traditional and music-integrated lessons were the primary data collection methods. Results showed that teaching with music (60%) and student performance (20%) improved compared to traditional methods. While student learning increased (20%), lack of resources limited use of musical instruments. The conclusion is that music helped make mathematics easier to learn and increased student interest. Future research should further explore integrating music and gather student perspectives.
The document analyzes techniques used to teach English to a fifth grade student with attention deficit disorder (ADD) at Escuela El Recreo. It identifies the student's English skills and weaknesses with ADD. Teachers were interviewed and agreed that understanding the student's abilities, limitations, and ADD is important. The researchers concluded assertive techniques like reinforcement, games, and developing strengths can help teach English to ADD students. A proposal for a teacher manual with strategies like simple explanations, behavior rules, and parent contact is recommended.
Enhance Good Behaviour And Personality of Students Grade5 BY Ashra Pakistan
This document presents an action research project aimed at enhancing the good behavior and personality of 5th grade students. The presenter, supervisor, and coordinator are identified. The research objectives are to evaluate good behavior in students and develop effective communication and personality. Research questions address how good behavior affects the classroom and strategies to enhance behavior. Literature on behaviorism theory and classroom diversity is reviewed. The methodology includes interviews and classroom activities and observations. Findings show students were disruptive and needed help developing values. Recommendations include using techniques like brainstorming and group work to develop positive behavior and personality.
This document outlines the objectives and tasks for Field Study 1, which aims to help students recognize approaches to facilitating learning based on a learner's development and social environment. The study involves observing classrooms to identify learners' developmental stages and how teachers address diversity. Specific tasks include observing school facilities, classrooms, learner characteristics, and the impact of home environments on learning. The goals are for students to understand how the learning environment and classroom management can support learners' varied needs and for students to reflect on facilitating inclusive, supportive learning.
This document provides a summary of the student teacher's context and lessons from their teaching experience. It describes the classroom setting at Martin Luther King Middle School, including demographics. It then summarizes several lessons and activities implemented by the student teacher to address California Teaching Performance Expectations (TPEs), including making content comprehensible, assessing student learning, engaging students, planning instruction, and creating an effective learning environment. Key instructional strategies incorporated scaffolding for English learners, the use of graphic organizers, and drawing on student prior knowledge and interests.
This document is a daily lesson log for a grade 12 Practical Research class. It outlines the objectives, content, learning resources, and procedures for a week of lessons focused on identifying an inquiry and stating the research problem. The objectives include describing justifications for research, presenting research ideas and objectives, stating research questions, and writing a statement of the problem. Content covered includes significance of research, research objectives, research questions, and writing the statement of the problem. Learning activities include group discussions, modeling, and providing feedback to help students develop their research topics and questions. The log does not provide outcomes such as the number of students who achieved objectives or required remediation.
This document provides information about action research, including definitions, purposes, and the process. It defines action research as a systematic inquiry conducted by participants to solve practical problems and improve their practices. The key aspects of action research outlined are the reflective spiral process of planning, acting, observing, and reflecting. Engaging in action research can help improve teaching practices, empower teachers as agents of change, and promote a culture of inquiry in schools. The document also compares action research to basic research and provides examples of research questions and sampling methods.
Myp unit planner yr6-t2-are you a have or have notaissaigon
This document is an MYP unit planner for a unit titled "Eradication of Poverty- Are You a 'Have' or a 'Have-not'?" covering 8 weeks. The unit focuses on the area of interaction of human ingenuity and developing student awareness of themselves in wider society in the context of poverty. Students will explore the Millennium Development Goals and create an action plan to raise awareness in their community. Assessment criteria address knowledge of MDGs, place and space, decision-making skills, and organizing/presenting information. Learning experiences include researching poverty globally and countries' progress on MDGs. Teaching strategies incorporate interpreting data, small group problem-solving, and presenting action plans.
The document is a daily lesson log for a 12th grade Practical Research class. Over the course of a week, the students will work on formulating a clear research problem and writing a research title. On the first day, students will discuss choosing a research topic related to daily life and clearly defining the research problem. Subsequent lessons will focus on writing a research title, learning techniques for title writing, and presenting their research titles. The log outlines learning objectives, content, resources, lesson procedures such as modeling and student presentations, evaluations, and reflections on teaching strategies.
The document summarizes a field study conducted by 5 students to observe the learning resource center and bulletin boards at Sagay National High School. The students found that the learning resource center was well-stocked and organized, containing various printed, audio/visual, and ICT resources. The resources were properly classified and borrowing guidelines were clearly posted. The bulletin boards were also well-made and located in visible areas to effectively communicate announcements and information to students and faculty. The one board display that most interested the students promoted peace and justice.
The document introduces Cassandra Rusie and provides an overview of her teaching experiences and educational philosophy. It summarizes her experience teaching at various schools, including University Preparatory Academy, Cranbrook Kingswood Schools' Horizons-Upward Bound program, and East Detroit Public Schools. It also outlines her belief that students learn best when actively engaged and relating lessons to their own lives.
Cassandra Rusie has developed a philosophy of education focused on student enjoyment and success. She believes students learn best when actively engaged and when lessons relate to their lives. Rusie has taught at multiple schools and programs, gaining experience in various settings. She utilizes student-centered and interactive teaching methods to create accountability and foster intellectual development. Rusie strives to continuously improve and incorporate new technologies into her teaching.
This document outlines the key concepts in the study of language and structure, including the building blocks of language like phonemes, morphemes and syntax. It then describes the properties of human language and provides the scope and sequence of the secondary English curriculum, including the goals and expectations at each grade level. The curriculum focuses on developing communication skills, citizenship, and preparing students for an increasingly globalized world through contextualized and interactive language learning.
This document is Lisa Anderson-Umana's final assignment submitted for her Doctor of Philosophy degree in Educational Studies at Trinity Evangelical Divinity School. It contains an agenda she used to teach a class on promoting critical thinking in a postmodern world to teachers in Honduras. The agenda includes defining key terms, reviewing a model of how people gain knowledge, and discussing strategies for teachers to use students' experiences and question assumptions in their lessons to develop critical thinking.
Relationship Between Music And Math’s In The Interest Of Students Learning By...Pakistan
This document outlines an action research project on integrating music into mathematics lessons to increase student interest and learning. The research was conducted with 10 students in a Sindhi school in Hyderabad. Interviews with teachers and observations of traditional and music-integrated lessons were the primary data collection methods. Results showed that teaching with music (60%) and student performance (20%) improved compared to traditional methods. While student learning increased (20%), lack of resources limited use of musical instruments. The conclusion is that music helped make mathematics easier to learn and increased student interest. Future research should further explore integrating music and gather student perspectives.
The document analyzes techniques used to teach English to a fifth grade student with attention deficit disorder (ADD) at Escuela El Recreo. It identifies the student's English skills and weaknesses with ADD. Teachers were interviewed and agreed that understanding the student's abilities, limitations, and ADD is important. The researchers concluded assertive techniques like reinforcement, games, and developing strengths can help teach English to ADD students. A proposal for a teacher manual with strategies like simple explanations, behavior rules, and parent contact is recommended.
Enhance Good Behaviour And Personality of Students Grade5 BY Ashra Pakistan
This document presents an action research project aimed at enhancing the good behavior and personality of 5th grade students. The presenter, supervisor, and coordinator are identified. The research objectives are to evaluate good behavior in students and develop effective communication and personality. Research questions address how good behavior affects the classroom and strategies to enhance behavior. Literature on behaviorism theory and classroom diversity is reviewed. The methodology includes interviews and classroom activities and observations. Findings show students were disruptive and needed help developing values. Recommendations include using techniques like brainstorming and group work to develop positive behavior and personality.
This document outlines the objectives and tasks for Field Study 1, which aims to help students recognize approaches to facilitating learning based on a learner's development and social environment. The study involves observing classrooms to identify learners' developmental stages and how teachers address diversity. Specific tasks include observing school facilities, classrooms, learner characteristics, and the impact of home environments on learning. The goals are for students to understand how the learning environment and classroom management can support learners' varied needs and for students to reflect on facilitating inclusive, supportive learning.
This document provides a summary of the student teacher's context and lessons from their teaching experience. It describes the classroom setting at Martin Luther King Middle School, including demographics. It then summarizes several lessons and activities implemented by the student teacher to address California Teaching Performance Expectations (TPEs), including making content comprehensible, assessing student learning, engaging students, planning instruction, and creating an effective learning environment. Key instructional strategies incorporated scaffolding for English learners, the use of graphic organizers, and drawing on student prior knowledge and interests.
This document is a daily lesson log for a grade 12 Practical Research class. It outlines the objectives, content, learning resources, and procedures for a week of lessons focused on identifying an inquiry and stating the research problem. The objectives include describing justifications for research, presenting research ideas and objectives, stating research questions, and writing a statement of the problem. Content covered includes significance of research, research objectives, research questions, and writing the statement of the problem. Learning activities include group discussions, modeling, and providing feedback to help students develop their research topics and questions. The log does not provide outcomes such as the number of students who achieved objectives or required remediation.
This document provides information about action research, including definitions, purposes, and the process. It defines action research as a systematic inquiry conducted by participants to solve practical problems and improve their practices. The key aspects of action research outlined are the reflective spiral process of planning, acting, observing, and reflecting. Engaging in action research can help improve teaching practices, empower teachers as agents of change, and promote a culture of inquiry in schools. The document also compares action research to basic research and provides examples of research questions and sampling methods.
Myp unit planner yr6-t2-are you a have or have notaissaigon
This document is an MYP unit planner for a unit titled "Eradication of Poverty- Are You a 'Have' or a 'Have-not'?" covering 8 weeks. The unit focuses on the area of interaction of human ingenuity and developing student awareness of themselves in wider society in the context of poverty. Students will explore the Millennium Development Goals and create an action plan to raise awareness in their community. Assessment criteria address knowledge of MDGs, place and space, decision-making skills, and organizing/presenting information. Learning experiences include researching poverty globally and countries' progress on MDGs. Teaching strategies incorporate interpreting data, small group problem-solving, and presenting action plans.
The document is a daily lesson log for a 12th grade Practical Research class. Over the course of a week, the students will work on formulating a clear research problem and writing a research title. On the first day, students will discuss choosing a research topic related to daily life and clearly defining the research problem. Subsequent lessons will focus on writing a research title, learning techniques for title writing, and presenting their research titles. The log outlines learning objectives, content, resources, lesson procedures such as modeling and student presentations, evaluations, and reflections on teaching strategies.
The document summarizes a field study conducted by 5 students to observe the learning resource center and bulletin boards at Sagay National High School. The students found that the learning resource center was well-stocked and organized, containing various printed, audio/visual, and ICT resources. The resources were properly classified and borrowing guidelines were clearly posted. The bulletin boards were also well-made and located in visible areas to effectively communicate announcements and information to students and faculty. The one board display that most interested the students promoted peace and justice.
The document introduces Cassandra Rusie and provides an overview of her teaching experiences and educational philosophy. It summarizes her experience teaching at various schools, including University Preparatory Academy, Cranbrook Kingswood Schools' Horizons-Upward Bound program, and East Detroit Public Schools. It also outlines her belief that students learn best when actively engaged and relating lessons to their own lives.
Cassandra Rusie has developed a philosophy of education focused on student enjoyment and success. She believes students learn best when actively engaged and when lessons relate to their lives. Rusie has taught at multiple schools and programs, gaining experience in various settings. She utilizes student-centered and interactive teaching methods to create accountability and foster intellectual development. Rusie strives to continuously improve and incorporate new technologies into her teaching.
This document proposes a professional development program for Ocean Discovery Institute that focuses on the Nature of Science. It summarizes research on effective professional development strategies and how teaching the Nature of Science can benefit both students and teachers. The proposed program would train teachers on the Nature of Science through communities of practice, modeling scientific practices, and emphasizing the Nature of Science in their curriculum and lessons. This aims to increase scientific literacy and better support English language learners. The proposal acknowledges limitations but provides multiple strategies that could be modified to suit Ocean Discovery Institute's needs.
This document outlines a student's field study learning episode on exploring the traditional and progressive curriculum. The student's objectives are to analyze the teacher's role in curriculum, explain different viewpoints on curriculum, and complete a Venn diagram comparing traditional and progressive models. The student conducts interviews and research to understand differences in teacher/student roles, instructional methods, materials, and assessment. Most interviewees view traditional curriculum as teacher-centered while progressive is student-centered. The student finds both models have value when combined.
This study aimed to determine the relationship between teachers' professional competence and the academic performance of senior high school students in Bayuin National High School. Specifically, it examined teachers' competence in monitoring student progress and using the medium of instruction, as well as student motivation. It found that teachers were perceived to often monitor student progress and use instructional strategies. Students reported being often motivated in class. A significant relationship was found between teachers' competence and student academic performance. The study concluded that teachers should continue improving their practices while students find ways to achieve better classroom performance through motivation. It recommended that teachers maintain their commitment to teaching and that future research examine other factors related to teaching effectiveness and performance.
This document discusses research as a process for school improvement. It begins by providing context about the author's academy and studio school. It then discusses why teaching should be an evidence-based profession like other professions. The document outlines 5 phases of school and system improvement research and discusses focusing research on areas like school effectiveness, improvement approaches, and learning environments. It shares perspectives from teachers who have conducted research projects and discusses some practical issues and value of research-based practice. It concludes by outlining some principles for effective research.
The document discusses issues around transitioning students from primary to secondary school science classes. It provides an overview of transition phases and examines student expectations and potential disappointments. It also discusses best practices for primary science education and effective consolidation strategies for secondary teachers to help students adjust.
This portfolio summarizes Pilar Escalona Requena's English teaching practicum at Pan American College in Viña del Mar, Chile in 2009, including reflections on her observation, team teaching, and solo teaching stages. It provides details on the school, classroom, students, activities, and her experience teaching English to a level 1 class during this final step of her teaching career.
This document is Pilar Escalona Requena's final practicum portfolio from her English pedagogy program in 2009. [1] It includes reflections on her observation and team teaching stages, examples of lesson plans and materials used, and evaluations from her teacher, herself, and peers. [2] During her observation stage, she felt welcomed by the students but saw issues with lack of authority and discipline in the school. [3] In her team teaching, she created challenging activities that the students were able to complete, showing that they had been underestimated and not pushed to their full potential previously.
This portfolio summarizes Pilar Escalona Requena's English teaching practicum at Pan American College in Viña del Mar, Chile in 2009, including reflections on her observation, team teaching, and solo teaching stages. It provides details on the school, classroom, students, activities, and her evaluations of teaching experiences and lessons learned.
This portfolio summarizes Pilar Escalona Requena's English teaching practicum at Pan American College in Viña del Mar, Chile in 2009, including reflections on her observation, team teaching, and solo teaching stages. It provides details on the school, classroom, students, activities, and her evaluations of teaching experiences and lessons learned.
This document discusses differentiating instruction for students. It provides several questions teachers should ask themselves to determine if they are successfully differentiating, such as whether they understand their students' strengths and needs. It also outlines the key skills teachers need, like understanding formative assessments and applying cognitive science. Teachers are encouraged to have flexibility in their instructional methods and grouping of students.
Campus presentation on potential research and my personal teaching learning b...leadchangeagent
This document discusses the use of personal learning environments (PLEs) for publication purposes. It describes how a group of educators created their own PLEs using various digital tools and literacies. Their online discussions revealed the skills needed to curate information sources and form a learning network. The publication shares their individual perspectives on personal and professional learning.
The bulletin board near the entrance gate promoted Buwan ng Wika and Science Month through colorful displays of student work, schedules of activities, and announcements in an attractive and easy to read format. While the board caught viewers' attention with its visual appeal and clear communication of information, it could be improved by adding more interactivity to encourage greater student involvement.
5, 4, 3, 2, 1... Launching the PYP! Tips, Strategies, and ResourcesStephanie Barrus
The document provides an overview of the timeline and process for launching the Primary Years Programme (PYP) at Belvedere Elementary School. It details the steps taken from 2013-2015, which included staff training, developing units of inquiry, and working towards authorization as a PYP school. Tips are also provided on organizing standards using PYP themes, identifying different types of standards, and creating a program of inquiry. The document concludes with recommendations for additional professional development, establishing a PYP pedagogical team, implementing the IB learner profile, and communicating with parents and the community.
This unit plan summarizes a unit about great cities for 8th grade students. The unit will focus on famous cities around the world like Mexico City, Calgary, Mecca, and Tokyo. It is designed to be taught over 15 lessons using a student-centered approach. The goals are for students to be able to discuss different aspects of cities, talk about their experiences using the present perfect tense, read texts about various cities, and write their own city diaries. The teacher aims to engage students through group work, peer discussions, using technology like videos, and calling on students for participation.
Nineteenth World Conference on Gifted and Talented Childrenopenskylion
The document summarizes components of project-based learning including that it deeply involves students in interdisciplinary experiences rooted in subject matter, focuses on students discovering questions and answers through addressing problems, and encourages independent learning with group support. Students create unique products that support their understanding. Project-based learning is learner-centered, uses authentic content and purposes, includes challenging projects, collaboration, and is facilitated by teachers with explicit educational goals rooted in constructivism.
Running Head DATA USE, COLLECTION, AND APPLICATION1DATA USE.docxhealdkathaleen
- John is a 6-year-old Hispanic student who has difficulty speaking fluently due to stammering. He lives with his single mother who has a low-paying job.
- John receives special education services including speech therapy. Observations found he has no issues with listening, writing, or task completion, but struggles with speaking fluently and reading aloud with comprehension.
- Short and long-term goals are outlined to improve John's speaking and reading performance through research-based instructional strategies focusing on pronunciation, comprehension, and engaging with complex texts.
The document presents a lesson plan for teaching middle school students about the rock cycle. It aims to help students develop literacy skills and vocabulary related to earth science standards on rock formation. The plan includes using KWL charts, partner work, hands-on examples, and flashcards to engage students in learning key terms like igneous, sedimentary and metamorphic rocks. Students will demonstrate their understanding through an exit slip identifying the rock cycle and defining sample vocabulary words. Additional tutoring will be provided for students who need extra help meeting the objectives.
The document outlines a professional development workshop for teachers on standards-based instruction. The workshop goals are to increase teacher understanding of standards and how to relate them to classroom lessons. Teachers will analyze language arts standards and demonstrate how activities can show the relationship between standards and instruction. The document also discusses how standards can improve instruction, assessments, collaboration, multiple intelligences, and ensuring all students access grade-level content.
2.
Table of Contents
Resume.........................................................................................3
Philosophy of Education..............................................................5
Action Research Summary..........................................................6
Curriculum Unit Summary..........................................................8
Classroom Management..............................................................10
Summary of Literacy Assessment Case Study.............................11
Master of Arts in Teaching Description and Placements...........13
Self-Assessment Based on Danielson..........................................15
Danielson End of 2nd Placement Evaluation..............................17
Evidence of Understanding, Respecting, and Valuing
Diversity......................................................................................23
2
4.
REFERENCES
Vicki
Collet
–
Student
Internship
University
Liaison
University
of
Arkansas,
Fayetteville,
AR
Phone:
(970)
231-‐2773
Email:
collet@uark.edu
Beth
Allen
–
1st
Grade
Teacher
Old
Wire
Road
Elementary
School,
Rogers,
AR
Phone:
(479)
621-‐3394
Email:
ballen@rps.k12.ar.us
Trisha
Grayson
–
4th/5th
Grade
Teacher
Old
Wire
Road
Elementary
School,
Rogers,
AR
Phone:
(479)
927-‐3230
Email:
tgrayson@rps.k12.ar.us
Nicole
Blood
-
Kindergarten
Teacher
Old
Wire
Road
Elementary
School,
Rogers,
AR
Phone:
(479)
925-‐8112
Email:
nblood@rps.k12.ar.us
Edwin
Nelson
–
National
Account
Manager
First
Quality
Consumer
Products
Phone:
(479)
531-‐1000
Email:
edro@cox.net
4
5.
Teaching Philosophy
Since I have become a teacher I've come to understand that being a teacher
means that you can touch the lives of countless numbers of children by
instructing and guiding them to reach the fullest of their potential. In order
to create an environment in which students can strive and reach that
potential I believe there must be some essential classroom components in
place prior to any expectations being met.
o As a teacher, I must first and foremost lead by example.
o The classroom should be a community of friends who respect one
another.
o There should be ongoing communication between families and
myself to encourage students' to excel and do their very best every
day.
o The classroom needs to be a place where students feel safe to take
chances and learn from mistakes and others.
o As a teacher, I need to be supportive and understanding, as well as,
nurturing and challenging.
o Expectations are and should be held for each student in order for
them to reach their full potentials.
o The ways the classroom is organized should seek to make children
feel significant and cared about.
o Students need to learn that people can be different and unique, yet
still have much in common.
o Teaching should always take into consideration each student and
have the goal of maximum learning in mind. All students are diverse
and so are their learning experiences.
o Differentiation is key in the process of leading students to their full
potential.
o Appropriate assessments should be given in order to allow each
student to show what he/she knows.
5
6.
Summary of Action Research
An important part of the MAT program is conducting a research
project in a local elementary school. The project is designed to develop an
appreciation of the importance of reviewing literature, evaluating empirical
studies, and analyzing data. The research is conducted in an effort to
determine the productivity of certain teaching strategies.
Research Question
“Does explicit instruction using elaborated word exposure improve
vocabulary acquisition in one fourth-grade classroom?”
Grade Level:
Fourth-Grade
Rationale:
The National Center for Education Statistics (NCES) stated that many
students struggle to achieve basic proficiency in reading. One of the critical
areas of reading in the fourth-grade is recognizing and comprehending
vocabulary. It is crucial for students to develop vocabulary acquisition skills
as they not only help students develop further reading ability and
comprehension, they help students develop and produce language.
Participants:
18 Students
o 12 females/ 6 males
o 10 Hispanic
o 6 White
o 1 Black
o 1 Pacific Islander
Procedure:
During the eight-week study, students participated in instruction and
activities that taught vocabulary acquisition through elaborated word
exposure. Data were gathered before and after the intervention to
determine the impact of this intervention on the students' vocabulary
acquisition. The CORE Vocabulary Screening and a Vocabulary Knowledge
Rating Scale (VKRS) were given to measure the students' growth between
pre- and post-assessment scores. Weekly assessments were given to
measure growth over time and track students' improvement.
6
7.
Results:
The results of this study concluded that direct instruction of vocabulary
through extensive exposure and repetition helped improved these students’
vocabulary acquiring skills. After analyzing the results of the pre-
assessments and post-assessments, an improvement in scores was evident.
Comparison of Pre-Assessment and Post-Assessment Scores for the CORE
Vocabulary Screening
Comparison of Pre-Assessment and Post-Assessment Scores for the VKRS
0
10
20
30
40
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
VocabularyAcquisition
Skills
Students
Pre-Test
Post-Test
0
50
100
150
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
DepthofVocabulary
KnowledgeScores
Students
Pre-Test
Post-Test
7
8.
Summary of Curriculum Unit
Title: Stories of Earth and Sky Grade Level: Fourth-Grade
Discipline: Language Arts, Reading, Science, and Social Studies were all
integrated into the two-week unit, following the Understanding by Desing
model.
Essential Questions:
o How are the earth and sky portrayed in fiction?
o How are the earth and sky portrayed in non-fiction?
o How does reading non-fiction influence a reader's life?
Standards:
RI.4.3 Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why, based on
specific information in the text.
RI.4.9 Integrate information from two texts on the same topic in order to
write or speak about the subject knowledgeably.
Assessments Used:
o Pre-assessment and post-assessment based on Common Core State
Standards and content used in the unit
o Exit tickets to see where the students were at in terms of their
understanding of the content
o Teacher observation during class discussions and partner/group
activities
o Research presentation
Learning Experiences:
o Think/Pair/Share
o Individual and cooperative discussions
o Independent and Group activities
o Student self-assessment
Evidence of Student Learning:
The students' final product of a presentation over research on a
constellation showed their understanding of comparisons and contrasts
between fiction and non-fiction, thus proving that they learned that the
earth and sky are portrayed differently in fiction and non-fiction. Also, the
students' responses on the post-test were more accurate than those on the
post-test.
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10.
Classroom Management
My classroom management approach is student-centered as I help students
develop a sense of responsibility for their actions. The behavior standards
in my classroom are high and developmentally appropriate for the age I am
teaching. Together as a class, we decide what is appropriate behavior for
our classroom, and write these rules as positive statements to be displayed
in the room. I ensure that all students understand the expectations of our
classroom. I strive to be firm, kind, and consistent in my approach to rules
and rule breaking. I aim to have a calm, safe, and orderly classroom - one
in which I can teach and my students can learn.
Classroom Rules Behavior Clip Chart
Important Aspects of my Classroom Management
o Classroom rules enforced consistently
o Logical rules and consequences
o Students are responsible for their own learning environment
o Constant feedback on behavior
o Different learning paces are kept in mind
o Connect parents early and often
o Be organized!!
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11.
Summary of Literacy Assessment Case Study
During the first nine weeks of the school year, I conducted a literacy case
study in a first grade classroom. The goal was to become familiar with
conducting assessments, implementing interventions, evaluating students'
strengths and weaknesses, and relaying information to parents.
Student Data:
The student I studied is a six-year-old Hispanic, male. He expressed
interest in reading during his informal interview by stating that he likes to
read. He says that his family members read at home, often to him. He
scored consistently between phonics and reading engagement, but much
lower on fluency and comprehension. His instruction was then focused on
his comprehension skills as well as reading fluency.
Procedures:
The methods used included listening to passages and oral, repeated
readings. The student would listen to passages first, while following along
with the teacher. The student would then reread the passage aloud. This
helped the student practice the pronunciation of words and their meanings
with automaticity. Comprehension was broken down into smaller parts
(summarizing, questioning, and making connections) in order to teach the
student different ways to comprehend text. These methods were utilized
throughout the duration of this case study.
Running Record scores for fluency
Report to Parents:
The student's parents were notified of the study before it began.
After the conclusion of the study, I met with his parents to discuss the
progress their son had made over the period of the intervention. I informed
the parents of the assessments used, including the pre- and post-
assessment data, showing them the advances their son had made over the
course of the study.
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65
0
20
40
60
80
4.2
4.4
5.2
5.4
6.2
6.4
7.2
7.4
8.2
8.4
Words
Read
Per
Minute
Week
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13.
Master of Arts in Teaching Program
Rationale:
The Master of Arts in Teaching (M.A.T.) is a graduate level
teacher preparation program that is offered by the University of
Arkansas. This program allows future teachers with the opportunity to
participate in a year-long internship/student teaching experience.
Successfully completing the program, students will receive a teacher
licensure to teach Pre-Kindergarten through fourth grade.
Requirements:
Participants are required to complete 33 graduate hours, which
also includes a yearlong internship in an elementary school in
Northwest Arkansas. The internship consists of three different grade-
level placements. As an intern, one participates in family-community
events that take place during the school year, professional
development, and district and school faculty meetings. As an intern,
one completes several different projects: literacy case study, action
research project, and a curriculum unit of study based on the
Understanding by Design Model by Wiggins and McTighe.
Scholar-Practitioner Model:
Graduates of this program are required throughout the process
to show the knowledge, skills, and areas of growth in each of the
Scholar-Practitioner Model:
1. One who assesses, uses, and/or generates knowledge
2. One who plans, implements, and models best practices
3. One who understands, respects, and values diversity
4. One who is a developing professional and lifelong learner
5. One who communicates, cooperates, and collaborates with
others
6. One who makes decisions based upon professional standards
and ethical criteria
7. One who is knowledgeable about teachers and teaching,
learners and learning, schools and schooling
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14.
Master of Arts in Teaching Program Placements
at Old Wire Road Elementary School
First Placement:
First Grade
Teacher: Beth Allen
Number of
Children: 25
Diversity: 17
Hispanic students, 7
White students, 1
Asian student, 1 Black
student
Responsibilities:
- Taught phonics,
math, science, reading,
writing, spelling
- Led small reading
groups that varied in
readiness levels
- Created,
implemented, and
reflected on lessons
taught
-Led small reading
groups varying on
readiness levels
-Taught one solo week
- Performed a literacy
case study
- Met weekly with
grade level team
- Collaborated with
other interns and
grave level teachers to
create lessons
Second Placement:
Fourth/Fifth Grade
Teacher: Trisha
Grayson
Number of
Children: 28
Diversity: 18
Hispanic students, 8
White students, 1
Black student, 1 Pacific
Islander student
Responsibilities:
- Taught math,
science, social studies,
reading, writing, and
spelling
- Led small reading
groups that varied in
readiness levels
- Created,
implemented, and
reflected on lessons
taught
-Taught two solo
weeks
-Taught an eight-week
intervention
increasing vocabulary
acquisition through
word exposure
- Assessed students
weekly
- Met weekly with
grade level team
- PARCC preparation
Third Placement:
Kindergarten
Teacher: Nicole
Blood
Number of
Children: 19
Diversity: 10
Hispanic students, 6
White students, 2
Pacific Islander
students, 1 Black
student
Responsibilities:
- Taught phonics,
math, science, reading,
writing, spelling
- Led small reading
groups that varied in
readiness levels
- Created,
implemented, and
reflected on lessons
taught
-Led small reading
groups varying on
readiness levels
-Taught one solo week
- Met weekly with
grade level team
- Collaborated with
other interns and
grave level teachers to
create lessons
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15.
Self-Assessment Based on Danielson
Strengths:
Domain 1: Planning and Preparation
o Demonstrating knowledge of content and
pedagogy
o Teacher selects instructional outcomes
o Teacher demonstrates knowledge of resources
o Assessing student learning
Domain 2: The Classroom Environment
o Establishing a culture for learning
o Organizing physical space
Domain 3: Instruction
o Using questioning and discussion techniques
o Engaging students in learning
Domain 4: Professional Responsibilities
o Reflecting on teaching in terms of accuracy and
use in further teaching
o Maintaining accurate records
o Communicating with families
o Participating in a professional community
o Developing and growing professionally
o Demonstrating professionalism
Areas That Need Growth:
Domain 1: Planning and Preparation
o Demonstrating knowledge of students
o Designing coherent instruction
Domain 2: The Classroom Environment
o Designing an environment of respect and report
o Managing classroom procedures
o Managing student behavior
Domain 3: Instruction
o Communicating with students
o Using Assessment in Instruction
o Demonstrating flexibility and responsiveness
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16.
Plan for Growth:
Although I do have many strengths, I also have areas
that need improvement. I believe that many of my
strengths lie in planning and preparation and professional
responsibilities. However, I need improvement in
classroom environment and instruction. As an educator, I
am continually learning ways to improve in all areas of the
classroom. In order to improve classroom environment, I
will continue to reinforce classroom procedures and rules,
make learning relevant to students, and always be positive.
In order to improve instruction, I will continue to focus on
lesson objectives, use active learning in class, and use
assessments to guide instruction.
Fall 2014 and Spring 2015:
Between Fall 2014 and Spring 2015, I grew in several
areas. I improved in all areas of planning and preparation.
However, for classroom environment, I only grew in
establishing a culture for learning and organizing physical
space. Designing an environment of respect and report,
managing classroom behavior, and managing student
behavior stayed consistent. I also grew in all but one area
for instruction. Communicating with students stayed
consistent. Finally, I grew in all areas of professional
responsibilities.
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19.
Student Profiles for Second Placement
Emily
• very sweet
• hard worker
• is able to work quietly and diligently during independent work time
• takes time to complete work
• needs glasses to read and to complete assignments correctly
• contributes to classroom discussions
Dylan
• REACH
• very smart
• very sweet
• hard worker
• tends to talk during lessons and independent work time, but will work hard when asked
• contributes to classroom discussions
DJ
• very smart
• very sweet
• hard worker
• works hard during independent work time, but is easily distracted
• contributes to classroom discussions
• very neat handwriting
Yvette
• outgoing personality
• very smart
• hard worker
• can work hard during independent work time, but likes to talk to those around her
• tends to goof off a lot in class
• follows directions well
• contributes to classroom discussions
Taylor
• IEP
• easily overwhelmed
• typically needs assistance to get started on independent work
• very sweet
• likes to hug
• hard worker
• likes to read – tends to read during lessons
Jimena
• very quiet
• works well during independent work time, but can become easily distracted
• takes time with work
• does not contribute to classroom discussions unless called on
Victoria
• very sweet
• very smart
• easily distracted
• is able to complete independent work, but will talk to her peers
• does not contribute to classroom discussions unless called on
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20.
Cooper
• very outgoing
• always contributes to classroom discussions
• very smart
• can complete independent work, but always gets distracted
• very sweet
• easily tends to goofs off in class
Ana
• new student
• very quiet
• very sweet
• very easily distracted during independent work time
• asks a lot of questions
Aylin
• very helpful
• very sweet
• very smart
• very hard worker
• contributes to classroom discussisons
• always completes independent work quietly
Kayla
• very sweet
• contributes to classroom discussions
• very easily distracted during independent work time, but can get back on task when asked
• silly personality
• likes to talk
Giovanny
• very smart
• likes to talk during independent work time
• very outgoing
• works hard when asked
• always contributes to classroom discussions
Abel P.
• very quiet
• works very well during independent work time
• will contribute to classroom discussions when called on
• very sweet
• very smart
Gael
• very outgoing
• very sweet
• very smart
• always contributes to classroom discussions
• can work well during independent work time, but can also become distracted
• tends to goof off in class
Enoc
• very quiet
• very sweet
• easily distracted
• BEAUTIFUL handwriting
• goofs off when next to certain students in class
• will contribute to classroom discussions when called on
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21.
Kimberly
• very sweet
• hard worker
• contributes to classroom discussions
• asks a lot of questions
• always willing to help around the classroom
Kiersten
• very easily distracted
• very sweet
• needs assistance with work
• asks a lot of questions
• needs reminders to stay on task
Jojo
• very smart
• very sweet
• works very hard
• contributes to classroom discussions
• always does her best work
• does a very good job at helping others stay on task
Vianney
• new student
• speaks no English
• very sweet
• needs assistance with work
Yanely
• very hard worker
• very helpful to those around her
• very quiet, but can be goofy in certain situations
• very sweet
• works well during independent work time
Leslie
• very sweet
• very quiet, but can be goofy in certain situations
• easily distracted
• needs to be reminded many times to stay on task
• likes to talk
Daniel
• tends to mumble when speaking
• very sweet
• asks a lot of questions
• easily gets off task, but can just as easily get back on task
• works hard
Abel J.
• asks a lot of questions
• very sweet
• easily distracted
• contributes to classroom discussions
• likes to talk
• needs assistance on work
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22.
Alex
• very smart
• very sweet
• works hard during independent work time
• always contributes to classroom discussions
• likes to talk
• outgoing personality
Dayri
• very sweet
• very quiet
• has a hard time staying on task
• will work hard when asked
• will only contribute to classroom discussions when called on
Jose
• new student
• very outgoing
• always contributes to classroom discussions
• hard worker
• very sweet
• likes to talk
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23.
Evidence of Understanding, Respecting, and Valuing
Diversity
In order to understand, respect, and value diversity, a teacher
must first be aware that everyone not only has cultural, ethnic, and
gender differences, but also differences in how they think, feel, and
act. When students’ differences are respected, they feel safe,
empowered and confident. When they are misunderstood or ignored,
students will feel threatened, and no one can be productive or high
achieving when they are afraid. I demonstrate a respect for diversity
by interacting with all the individuals in a similar manner. I also
demonstrate a value for diversity by building positive relationships
with all individuals. I plan to use my experience during my internship
to continue learning about the people around me and to build positive
relationships in my future classroom.
Evidence:
o Differentiating instruction to meet the needs of all students
o Discussing student progress at parent/teacher conferences
o Working with English Language Learners (ELLs)
o Promoting family involvement in education at a Family Math
and Literacy Night
o Observed a preschool classroom and an elementary classroom
that consisted of students with special needs
o Coursework in a class titled Family Partnerships
o Coursework in a class titled Multicultural Education
o Creating a Multicultural Resource Toolkit
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