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Elizabeth Hunter Candidate Teaching Summit Presentation E-Mail Website Take each day one day at a time.

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Presentation on theme: "Elizabeth Hunter Candidate Teaching Summit Presentation E-Mail Website Take each day one day at a time."— Presentation transcript:

1 Elizabeth Hunter Candidate Teaching Summit Presentation Website Take each day one day at a time.

2 Elizabeth B. Hunter Master of Arts in Teaching – Early Childhood Education Arnold Mill Elementary School Kindergarten Ms. Erin Drennan All subjects

3 Arnold Mill Elementary School Ms. Drennan’s class: Boys:11 16 Caucasian’s Girls 10 3 Hispanics 2 African Americans Ms. Drennan’s class: Boys:11 16 Caucasian’s Girls 10 3 Hispanics 2 African Americans Total enrollment: 848Kindergarten: 128

4 Arnold Mill Elementary School Home to approximately 848 students Located in Woodstock, Georgia Middle class, professional workers – Of the 21 students in our class only 2 go to afterschool on a daily basis. – 1 student goes to after school just to participate in the science club.

5 Ms. Hunter’s class Kindergarten 21 students – Males 11 – Females 10 Diversity – African Americans 2 – Hispanics 3 – Caucasians 16

6 Classroom Schedule 7:20 – 7:45 Arrive in the classroom put away book bag, make lunch choice, turn in folder 7:45 – 8:00 Meet on the carpet Discuss the activities for rotating centers 8:00 – 8:50 Centers: everyone visits one center per day Math, Reading/Writing, Art, Computer 8:50 – 9:00 Restroom break 9:00 – 9:30 Snack/rest 9:30 – 10:00 Outside recess 10:00 – 10:40 Calendar time, promethean board activities: review activities from the previous day 10:40 – 11:05 Free journal writing time 11:06 – 11:36 lunch 11:40 – 12:00 Reading 12:00- 12:40 Specials 12:40 – 1:00 Finish Reading/Language Arts 1:00 – 1:55 Science/Social Studies

7 Thoughts and Feelings, Fears, Strengths and Weaknesses as you began Candidate Teaching

8 PART II. CANDIDATE PROFICIENCY EVIDENCE: Knowledge of curriculum standards Learner differences By differentiation Ongoing assessments Checklists, kwl charts

9 REQUIRED ARTIFACTS: 1. Money Lesson PlanMoney Lesson Plan 2.Penguin Lesson PlanPenguin Lesson Plan 3.Abuela: Reading Lesson PlanAbuela: Reading Lesson Plan

10 Pre-assessments Money LessonPenguin Lesson Abuela Lesson

11 MON$Y LESSON PLAN Grouped the students according to the observation sheet. Discussed money in our morning center time. Gave each student a money cup, and as a classroom management activity, every time they were caught doing something good, they received money. – First day was only pennies. Manuel, Timmy, Sarah Jane, and Ashton were the record keepers. – One student per day. The first week I only gave out pennies. This is how many pennies they had at the end of the first day. Manuel wrote the entries onto our form.

12 Shopping day Students used the money they earned to go shopping.

13 Penguin lesson I gave each student a different penguin to investigate. Based on ability, the student was given a different type of penguin. Every one had their own computer. For the middle group the website was already posted, they had to find their own penguin.

14 Computer investigations The low level group already had a premade information sheet on their computer. They did not visit the website. They had to copy the response sheet from the computer. Advanced students started with nothing on their computer, and they had to navigate to the website, and they had to FIND the information on their penguin.

15 Penguin Technology lesson Investigating different penguins on the Web Response sheets

16 Creating their life size penguin They used tape measures to measure the correct length of their own penguin. Once they learned the length of their penguin they had to draw a real life size picture of their penguin.

17 Penguin Lesson Conclusion Everyone is on the carpet to share. Sharing their life size penguin drawing.

18 We also ate penguins. They made edible penguins out of Oreos, candy corn, Hershey kisses, and white frosting for eyes.

19 “Abuela” Read the story, sang the song Took a book walk, used chart paper, And cut up letters to make words. Utilized book buddies for students that cannot read

20 Writing activities No prompt at all, just a blank piece of paper. “Find it” Find the ten words that have the short /e/ sound. 1. ____________________ 2. ____________________ 3. ____________________ 4. ____________________ 5. ____________________ 6. ____________________ 7. ____________________ 8. ____________________ 9. ____________________ 10. ____________________

21 DOMAIN III: IMPACTING STUDENT LEARNING Rocks and soil lesson plan – Everyone had a chance to play in the dirt. – We went outside – Brought dirt inside. They investigated

22 Rocks and soil The students that like to read had a chance to read a book about rocks, and then using descriptive words wrote two sentences about their own rock. Based on the results of an Activote activity: I decided which activity they would do best at.

23 Sorting rocks pointy, shiny, black, smooth

24 Post Assessments

25 Math lesson Post assessment Game: 1.In the art center the students colored big coins and glued them to a stick. 2.Everyone came to the carpet 3.I made flash cards with the front and back of each coin, and the numeric symbol for each coin:.01,.05, etc. 4.When I held up the flash card, they must hold up the correct coin. 5.Played on the promethean board for practice.www.starfall.com

26 Reading post assessment Better at my assessments, and used this for both pre assessment and post assessment.

27 Domain IV: Professional responsibilities in support of differentiated instruction and assessment Professional development activities: Team MeetingsMinutes Minutes 1/3 day planning meetings Talked about themes for each week Parent Teacher Conferences Sarah Jane, Timmy, Julia Member of SPAGE Member number# PTA Meeting 3/29/11 Kindergarten performance

28 Philosophy Original PhilosophyCurrent Philosophy Humanist Concentrates on the development of the child’s self concept. When the student feels good about himself then that is a positive beginning. Learning then becomes not an end to itself, but a means to a greater self development Trying to create a need within the child to want to learn. “You are doing a great job standing quietly” Behaviorist Give out rewards for good behavior Students behave better when they are rewarded with something tangible. Students work to earn rewards. They understand there is a consequence (whether good or bad) for every action that they take throughout the day. Give the student an M&M for standing in line quietly.

29 PART III. CONCLUSION: Did I teach?Yes, Did I learn? Yes, Did I impact a student’s learning? Yes Oviparous Animals, Dental Health, insects, Mammals, Dr. Seuss, Butterflies, Spring and kites, reptiles and amphibians, rocks and soil just to name a few~!

30 Plan for continuing education Next step: Gifted certification Pass GACE in Middle Grades Math/Science Never stop learning from the students. The End


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