Sara Denison MAT Candidate Teaching Summit Presentation Spring 2013

1. Sara DenisonMAT Candidate Teaching Summit PresentationSpring 2013 Website Email "Education's purpose is to replace an empty mind with an open one." ~ Malcolm Forbes

2. Introduction

3. Sara W. Denison • Master of Arts in Teaching: Early Childhood Education • Sweet Apple Elementary School • Located in Roswell, Fulton County • Kindergarten All Subjects • Collaborating Teacher: Ms. Amanda Whiteside

4. Fulton County • 58 Elementary Schools, grades K-5 (prekindergarten available in some schools) • System-wide Enrollment: 93,818 • 2011-12 Racial Composition: BlackWhiteHispanicAsianMulti-RacialNative American 42% 33% 13% 9% 3% less than 1% • 2011-12 System-wide Free/Reduced Meals: 44% Eligible

5. Sweet Apple Elementary “For the strength of the Pack is the Wolf and the strength of the Wolf is the Pack” Principal: Natalie Richmond Asst. Principal: Shavanda Toomer CST: Barbara Bell

6. Sweet Apple Elementary

7. Sweet Apple Elementary • Young Audiences Smart Start program – 8 week artist in residency program to reinforce the Language Arts standard of retelling a story.  TOTAL: $3,500.00

8. Class, Size, Diversity of Students • Kindergarten, Full Inclusion • 20 Students • 9 Girls and 11 Boys • 19 Caucasian • 1 Mixed Race • 1 SST • 1 IEP • 1 Recommended for IEP / 2 for SST • 6 Tested for TAG (3 Accepted)

9. My Friends

10. Schedule * Grade Level Planning

11. As I Began Candidate Teaching… Thoughts Feelings Weaknesses Apprehension, Uncertainty, Excitement YIKES!! Classroom and Time Management Strengths Fears Enthusiasm, Lesson Plans, Addressing Modalities Impressions of Staff and Administration

12. Domain I - Planning

13. Observation Plans LP 2: Soil LP 1: Calendar LP 4: Plot LP 3: Rhyming Words

14. Sample Plan LP 3: Rhyming Words

15. My Planning • ALWAYS Start With the Standards • ELACCKRF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. • Pre-Assess

16. My Planning • Group Based on Results (Scores, Readiness) • Address as Many Modalities as Possible for Various Student Needs • Determine Applied Practice Activities Based on Pre-Assessment and Multiple Intelligences • After Seeing Process of Pre-Assessment and Student Scores Post-Assessment Must Be Reworked to Be Independent Activity

17. Instructional Strategies • Flexible Grouping • Partner Work – Assigned and Student Chosen • Whole Group • Small Group • One-On-One Instruction • Multiple Modalities Addressed • Bloom’s Questioning • Choice-Based Activities • Multiple Product Choices Available • Centers

18. Domain II - Instruction

19. New Knowledge Teacher will say words that rhyme with student names. When they hear their rhyme they can sit. Once seated, teacher will explain that rhymes/word families are groups of words that all end with the same sound. Teacher will use post-it notes to show how you can switch out the first sound, leaving the ending sound and make a different, rhyming word (_at, _ap, _an). Further explain that rhymes are like names; people in your family may all have the same last name but they each have a different first name, just like the word family words. Students will move through three rotations in 15 minute increments. When rotations are complete, students will work through Dr. Seuss flipchat on Activboard.

20. Applied Practice Assignment 1: Dice Coloring Sheet. Activity will be differentiated by reading level and early finisher activities. Assignment 2: Don’t Hop On Pop. Activity will be differentiated by number of rhymes that students must provide when landing on various words. Assignment 3: Word Family Books. Activity will be differentiated by ending sound provided. Supported learners will work with _at books, on-level will work with _an books, and above level will work with _ap books.

21. Hands-On Activities

22. Making Connections

23. Technology

24. Books, Books, and More Books

25. Brain Breaks

26. Domain III - Impact

27. Student Impact LP 2: Soil LP 1: Calendar LP 4: Plot LP 3: Rhyming Words

28. Assessments Grouping Prior to and After Initial Lesson

29. Assessments Pre-Assessment Post-Assessment

30. Adjustments Based On Impacts • Flexible Planning • Ability To Adjust Based On Student Needs • Adjusted Assessments • Using Data From Lesson To Change Assessments • Re-Teaching • Collecting Data and Addressing Weaknesses With Additional Instruction • Re-Framing of Student Expectations • Learning What the Students Are Actually Capable Of Versus What I Think They Can Accomplish

31. Domain IV - Responsibilities

32. My Philosophy

33. My Philosophy THEN NOW • Traditional • Skeptical About Application of Differentiation • Curious • Unaware of Need to Address Many Modalities** • More Open to Differentiation • Have Seen Value and Impact of Differentiation • Adamant That Many Modalities Be Addressed**

34. Professional Development • Weekly Staff Meetings • Collab Teams • Key Teams • Grade Level Meetings – Monday and Thursday Every Week • 2 SST Meetings • Attended School Luau • Supervised During Two Field Trips • 2 Extended Planning Sessions • Kindergarten Musical Rehearsals

35. Professional Development

36. Professional Development Text Complexity BITD a girl BKA Sin Di had 2 N/C stepH8rs who made her do all of the work while they text each other: StepH8r 1: WU StepH8r 2: TT2T StepH8r 1: Y StepH8r 2: WDHLM StepH8r 1: WTMI StepH8r 2: WE …Suddenly, a fairy BFF appeared with a wand and said IAG. I’m UR DGA!

37. Professional Development

38. Conclusion

39. Next Steps • Future Education: • Additional Endorsements • Specialist in Education (EdS) • Possible Doctorate • Future Plan: • Get a Job! • Get a Job! • Get a Job! • Possibilities: • If Future Plans Don’t Work Out - Sub, Tutor, Mentor, Look at Daycare Centers

40. And…Scene MAT A Wrap It’s Reinhardt University