Cynthia WynnCandidate TeachingSummit PresentationApril 25, 2012

E m a i l : mai l to :wynn81634@students . re inhardt .edu Webs i te : h t tp : / /s tudentweb2 . re inhardt .edu /psoe /wynn81634

Quote : Educat ion i s l i ke a seed , i t w i l l he lp knowledge b loom

Education is the beacon to let knowledge shine

Part One: Introduction

Description

of Self and

Placement

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 BackgroundHigh School

East Lyme High School East Lyme, Connecticut

CollegeAssociate Degree

in Liberal Arts Mohegan Community College,

ConnecticutNow 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

Who is Cynthia Wynn ?

Cartersville Elementary

School

Old Alabama RoadCartersville, GA 3012

School DistrictCartersville City School

System

*School Placement

Picture credit: bestplaces.net

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 DATA From Cartersville City School Board

Website

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

Cartersville Elementary School

Third – Fifth Grade

2011-12 Student Population:

Under 1,000 students-984 Students

Title One School

The Classroom

and Collaboration

TeacherMrs. Hayley

GurleyFifth Grade

Reading Writing Language Arts

Morning Class Afternoon Class

*27 Students

* The Students

*28 Students

Student Diversity

Girls 26 Boys 29

Caucasian: 29 53%African American: 15 27%Hispanic: 11 20%

Academic DiversityESOL 4Gifted: 5RTI: 11SST: 3

Individual diversity: 55

Class, Size, Diversity of 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

Thoughts and 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

Teaching locations

Differentiated

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.

Brain Pop

Small Groups/Kinesthetic

Activities

Whole Group/interactiv

e Computer technology

Videos

Various assessments levels offered to the

students

DIFFERENTIATION • 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.Power Points

Videos-Brain Pop

Pictures, charts, graphs

Models-Train, game board and other objects

Books

Instruction Style1) Individual

2) Pairs

3) Small Groups

4) 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

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.100-Class

Percentage90-Class Percentage

76% 24%

Post AssessmentResults

100%: A- 19 students

90%: A- 6 students

Number of

Students

Skills demonstr

ated successful

ly througho

ut the lesson

Knowledge

Growth

27 11 16

1. First Lesson Plan

2. Pre-Assessment

3. Presentation Power Point

4. Small Group Activity One

5. Post Assessment

6. Impact on Learning Report

First Lesson- Language Arts- Clauses-Independent & Dependent

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

Manipulative: Toy Train

Technology Tools

Small Group Activity&

Ongoing Assessment

Post Assessment

Pre Assessment

Rubric A 10-9 questions correct

B 8 questions correct

C 7 questions correct

D 5 questions correct

F 4 or less questions correct

Impact on Learning Results and Tools Used

Pre-AssessmentErrors

0 out of 3: 1O out of 4: 91 out of 3: 11 out of 4: 13 out of 4: 14 out of 4: 9

Post AssessmentResults

100%: A- 19 students

90%: A- 6 students

Impact on Learning Report100-Class Percentage

90-Class Percentage

76% 24%

Before the lessonPlanned and taught important terms

and skills necessary for the upcoming lesson

Continue building on new knowledgeSentence Structures

Second Lesson- Plot-Reading

1. Second Lesson Plan2. Pre-Assessment3. Presentation Power P

oint4. Small Group-Activity L

esson One5. Activity Lesson Two6. Post Assessment7. Impact on Learning

Report

Assessment

Individual and Pair Activity

Technology Teaching Tools

IMPACT ON LEARNING AND THE TOOLS USED

Pre-AssessmentError Results0=91=23=44=35=27=1

100% correct response

27 students

Class Percentage

100%

Number of Students Skills demonstrated successfully throughout

the lesson

Knowledge Growth

27 11 16

Post Assessment ResultsError Results

100% zero errors

Impact on Learning Report

Impact on Learning Results and how they were used in other lessons

Third Lesson-Third Kinds of Sentences-Writing

1. Third Lesson Plan

2. Pre-Assessment

3. Presentation Power Point

4. Small Group Activity

5. Post Assessment Level A

6. Post Assessment Level B

7. Impact on Learning Report

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__________________________________

Individual and Pair Activity

Technology Tools

Assessments BPre & A

Ongoing

Pre-AssessmentPost Assessments

A

Pre-Written Sentences Student Created

IMPACT ON LEARNING AND THE TOOLS USED

Ongoing Assessment Tool

Pre-Assessme

ntError

Results0=101=42=53=14=15=16=17=18=09=0

10=111=012=013=014=015=0

Sentences: Declarative

Interrogative

Imperative Exclamatory

Number of Students

Who made an error with the following types of sentences

15 9 7 5

Sentences: Declarative Interrogative Imperative Exclamatory

Number of Students

0 0 0 0 B

Post Assessment A

Post Assessment 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

Impact on Learning Report

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.

Professional Organizations

PAGE-Profession Association of Georgia Educators

GAE- Georgia Association of Educators

Training and Professional Development Opportunities

America’s Choice Training for English Language Arts

Pearson- Georgia Common Core Standards

ELA-Training at Cartersville Elementary SchoolWriters Workshop

CRCT TrainingLDS Training

After School Literacy Tutoring Program

Work Books

Meeting Opportunities

IEP

RTI

Parent Meetings

Staff Meetings

Future Plans As An Educator

1. Masters Degree in Education

2. Certification: all subject areas for Middle

School Grades

3. Certification: Special Education

4. Certification: Reading Endorsement

5. Certification: ESOL

6. Certification: Technology

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

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.

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