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“It is the supreme art of the teacher to awaken joy in creative expression

and knowledge.”- Albert Einstein

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Amy Hunt MAT Candidate TeachingSummit PresentationSpring 2014

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PART IINTRODUCTION:

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High Parent Involvement:• Science Lab Contributions• Teacher Grants: i-touches in Media Center• Fine Arts Enrichment: Print Making• Watch Dads Program/Weekly Volunteers

Class Data:• 27 Students in total • 16 Girls 11 Boys• On-level class (no special needs /gifted)• 2 ESOL Students • 3 in RtI process

• 1 behavior, • 1 math,• 1 in the process of moving to tier 3 for

all content areas.

• Candidate Teacher-Amy K. Hunt• Master of Arts in Teaching• Big Creek Elementary-Forsyth County• First Grade• Collaborating Teacher: Mrs. Debbie Stair• Taught all Content Areas

• Science Lab Contributions• Teacher Grants: i-touches in

Media Center

Class Profile

Big Creek Elementary Home of the Wildcats

• Located in Cumming, Georgia - A rapidly growing rural region in Forsyth County.

• A National Blue Ribbon School (2011)• Serves 662 students from middle to upper class families.

• 6% are eligible for free or reduced lunches• 12 % receive special needs services• 3% ESOL Students

• Receives high test scores on yearly CRCT

The mission of Big Creek Elementary School is to instill a love oflearning through a supportive, rigorous and empowering environment.

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School Profile

2:05-2:15 Pack Up and Dismiss

1:30-2:00 Science/Social Studies (swap every two units)

12:30-1:30 Math

12:10 -12:30 Phonics Part II

11:33-12:10 Recess/Bathroom

11:00-11:33 Lunch

10:40 – 11:00 Phonics Part I

9:45 – 10:40 Specials (six day rotation) Music, Art, PE (2x), Think Lab (2x)

8:20- 9:45 Daily 5 Rotations/CAFÉ time (ESOL students receive pull-out assistance)

8:00 – 8:30 Story Study

7:10-7:50 Morning Work

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Schedule

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Will my collaborating teacher be supportive of the differentiated

instructional approach?

Will I be able to use

what I’ve learned to

truly meet the needs

of all learners?

How will I find time to write all of

those lesson plans?

Confident in behavior

management skills and excited to work with students again!

Unsure of my ability to make a

positive impact on student learning.

Excited to use all of the new instructional strategies that I had

learned about!

My Thoughts and Feelings, Fears, Strengths, and Weaknesses

as I Began Candidate Teaching

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Pre-Assess

Activate Prior Knowledge

Provide for New Knowledge Acquisition

Provide Opportunities for Applied Practice

Post-Assessand

Self-Assess

PART II CANDIDATE PROFICIENCY EVIDENCE:

Fraction LessonReading Lesson

Economics Lesson

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LESSON PLANS

DOMAIN I: PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT PSOE Proficiency 1.0: The teacher candidate uses

knowledge of curriculum, learner differences, and ongoing assessment data to plan for student access to same essential content.

Reflective Analysis: How did I use knowledge of curriculum, learner differences, and ongoing assessment data to plan for student access to same essential content?

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• Learning Style Profile

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. Fountas and Pinnell Data

Class Learning Style %• 26% Auditory/Kinesthetic• 19% Visual/Kinesthetic• 18% Visual/ Auditory• 5% Visual/Kinesthetic

• 1% Auditory/Kinesthetic• 1% Visual/Tactile• 1% Kinesthetic

• 1% Auditory• 1% Kinesthetic

Proficiency Evidence

. Bloom’s Taxonomy

Fractions (Mandated Assessment) and Pre-Assessment Data Rubric

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Economics Quick Write and Pre-Assessment Data

Reading Anticipation Guide

and Pre-Assessment

Data

Pre-Assessments and Rubrics

46% met or exceeded

23% met or exceeded

19% met or exceeded

• Used grade level curriculum map to stay on track with grade level.

• Used county math assessments to guide students to meet and exceed standards.

• Used mandated essential questions to create assessments. Used Bloom’s Taxonomy to create leveled questions for whole group and tiered assignments.

• Use Common Core and Georgia standards to plan lesson content.

• Collaborated with first grade teachers to plan content for each week.

Curriculum Map

Grade Level Meeting Minutes

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Planning Process

Checklist to track student

progress throughout the lesson

Technology is a HUGE part of education at Big Creek!

Technology

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Bring Your Own Technology!

DOMAIN II: PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT

PSOE Proficiency 2.0: The teacher candidate utilizes a variety of strategies to differentiate instruction and assessment.

Reflective Analysis: How did I utilize a variety of strategies to differentiate instruction and assessment?

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Making Connections to Content

· In the book, half of the cow was blue. What fraction of the cow was white? (Group1)

·How can we write the fraction for the part of the cow that is red? (Group 2)

·What would happen if the cow had hurt another leg too? Would it change the fraction? Why or Why not? (Group 3)

·Could the flower be fairly shared? Why or why not? (All Groups)

Whole Group Leveled Questions

Individual-They would

have four parts

Pairs-They would be a pizza with four pieces.

Whole Group Learning and Environmental Differentiation

Group-They would be in a fraction army and be called by their fraction name.

Inquiry-Based Learning

Making Connections to

Content

Main Idea

Supporting Details

“If you were a fraction what would you be like?”

Student Grouping Choice and Choice of Modality and

Grouping

Re-teaching what makes a

fraction.Parent Note About Fraction Connections

Learning Style Process Differentiation

Tiered Cubing-Process DifferentiationLeveled Texts-Process Differentiation

Small Group Differentiation

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Tiered Applied Product/Process Differentiation Bloom’s Leveled Tasks

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Compacted Independent Projects

Power Point Presentations

KinestheticTactileVisual Auditory

Choice Boards

Checklists for Scaffolding

Meeting the Needs of All Learners

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Assessing Learning

Self-Assessments

Tiered County Mandated Assessments

Repeating Pre-Assessments

Constructed Response Group 2

-I know the content so well that I could teach it to someone else.-I know some of the content.

-I don’t any of the content.

Story

Song

Independent Projects

Model

Basic Responses Groups 1-4

Extended Response Groups 3-4

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: How did I use systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction?

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Proficiency Evidence

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Gave a different assessment

Changed rubric to reflect learning growth in both

standards

88% met or exceeded. 69% learning growth.

96% met or exceeded. 53% learning growth.

96% met or exceeded. 73% learning growth.Reviewed main idea and

details in small groups

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.

• Reflective Analysis: How did I display a professional commitment to the teaching philosophy of differentiated instruction to support student’ diverse learning needs and to maximize learning? How has my teaching philosophy changed during Candidate Teaching?

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Professional Organizations

• SPAGE• KDP• ALPHA CHI• ASCD

Certification• GACE Early Childhood Education• GACE General Education Special Education

Webinars• Hanging In:Working with Challenging Students by Jeffrey Benson 4/24/2014• Flipped Webinar: Flipped Learning 4/24/2014• Six Non-Negotiables

for a Successful Differentiated Instructional Classroom 4/29/2014

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Proficiency EvidenceProfessional Development

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Constructivist Approach Environmental differentiation is

important. Academic differentiation is

interesting but difficult. Whole group instruction works best

for behavior management purposes. Emphasis on educating the whole

child. A teacher’s job is to provide

information to students.

Constructivist Approach Environmental differentiation is

the key to classroom success. Pre-assessments are imperative! Differentiation is easier in small

groups. Leveled questions make whole

group differentiation easy. Teachers serve as a guide for

student led learning.

Past Present

Philosophy of Education

Biggest Take Away

It’s okay to be different!

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CONCLUSION

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“No printed word, nor spoken plea can teach young minds what they should be.Not all the books on all the shelves – but what the teachers are themselves.” ~Rudyard Kipling

• Substitute / Find a job!

• KDP New Teacher Webinar

• Daily 5/Café Workshop• ESOL Endorsement

• Level III Bright from the Start trainer • Create a course about differentiating instruction in the

childcare classroom.

• EDS in Curriculum and Instruction

• I want to learn more about promoting social and emotional growth inside the classroom.

Next Steps

-Professor Nancy Carter

-Professor DeLores Nichols

-Dr. Cynthia Kiernan

-Dr. Georgann Toop

-Professor Rebecca Amerson

-Reinhardt University MAT Cohort Members

-Mrs. Debbie Stair

-Students and Staff at Big Creek Elementary School!

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RESOURCESBig Creek Elementary School

Go Noodle

Wordle

Raz Kids

Spelling City

Bloom's Taxonomy

Socrative

Class Dojo

Cool Math

Discovery Education

SPAGE

Kappa Delta Pi

Alpha Chi

ASCD

SPECIAL THANKS