Eileen Gilbert’s MAT Candidate Teaching Summit Presentation Spring 2014 Website "Always remember your are braver than you believe, stronger than you seem and smarter than you think," A.A. Milne 1

Eileen Gilbert Master of Arts in Teaching: Early Childhood Education Clark Creek STEM Academy Dr. Margy McCown Third Grade All Academic Subjects 2

Clark Creek Elementary School Opened in Fall 2013 Located in Acworth, GA 922 students, Grades K - 5 Title I Distinguished School STEM Academy 51% receive free or reduced breakfast and lunch 3

Class, Size, Diversity of Students 23 Students –15 Boys –8 Girls All students reading on or above grade level 8 AIM Students 1 with a 504 Plan 3 on RTI behavior plans 4

Schedule 7:45-8:00 Morning Activities 8:00-9:30 Reading 9:35-9:55 Recess 10:00-10:45 Language Arts 10:45-11:50 Math 11:51-12:21 Lunch 12:25-1:10 STEM/Science/Social Studies 1:15-2:00 Specials 2:23 Dismissal *AIM on Wednesdays *STEM/Science Labs on Mondays 10:00-11:00 5

My Thoughts and Feelings, Fears, Strengths and Weaknesses as I Began Candidate Teaching 6 Am I ready for this? I can do this! Can I do this? Will I be in the way? What if we don’t get along? I think I am good at classroom management? I can do this!

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? 7

Co-Teaching Models with Dr. McCown. Review of standards. Third grade team planning. Review of pre-assessment data. Consideration of individual student ability, multiple intelligences, and student differences. 8 Planning

Lessons 9 Lesson 1: Fables Lesson 2: Fractions Lesson 3: Magnets

Pre-Assessments

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? 11

Fables Lesson Strategies used to Differentiate Instruction Differentiation strategies used: 1) Think Tac Toe Board based on Student Learning Styles (Student Choice); 2) Anchor Activities (Early Finishers); 3) Flexible Groups w/“TAPS” = Total Group, Alone, Pairs, Small Groups. Differentiated element(s) used:  _ content  process (think tac toe bd; anchor activities)  _ product  learning environment (TAPS) Co-Teaching Model: One Teach – One Assist

Fraction Lesson Strategies used to Differentiate Instruction Differentiation strategies used: 1) Tiered Activities based on Student Readiness; 2) Anchor Activities (Early Finishers); 3) Flexible Groups w/“TAPS” = Total Group, Alone, Pairs, Small Groups. Differentiated element(s) used: _ content process (tiered & anchor activities) _ product learning environment (TAPS) Co-Teaching Model: One Teach – One Assist

Let’s Investigate! My favorite part of differentiation!

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? 15

Assessment Formative Assessment Data o Student observation forms o Small group discussion Summative Assessment Data o Student products o Rubrics o Tests

Impact on Student Learning Fables Lesson Fraction Lesson Magnet Lesson

Fables Lesson Assessment

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? 20

List of Professional Development Activities 21

Teaching Philosophy PAST Students are the most important. Nurturing environment. Everybody learns differently. Praise diversity in your classroom. Assessment is important. PRESENT After my experience in the classroom I still stand by my original teaching philosophy, but now I know the proper terminology and how to drive instruction with assessment. I had the right idea when beginning this program, but now I know how to implement differentiation correctly. 22

Continuing Plan to Develop as a Professional Educator ESOL Endorsement Teach 21 Endorsement Math or Science Endorsement GACE for Special Education K-12 GACE Science or Math for Middle Grades Substitute Teaching in Multiple Counties 23