1. MAT CANDIDATE TEACHING By Karen Garland EmailEmail WebsiteWebsite "Once children learn how to learn, nothing is going to narrow their mind. The essence of teaching is to make learning contagious, to have one idea spark another." ~ Marva Collins SUMMIT PRESENTATION

2. PART I. INTRODUCTION

3. KAREN GARLAND Master of Arts in Teaching: Early Childhood Education Liberty Elementary School 3rd Grade Reading and Social Studies Collaborating Teacher: Ms. Doree Bradbury

4. LIBERTY ELEMENTARY SCHOOL Located in Canton, Georgia in a rural fringe territory, less than 5 miles from an urban area – Middle class subdivisions and rural homes – Some apartment homes and low-income homes – Parent involvement is very high

5. DEMOGRAPHICS Approximately 1,400 students 283 students are eligible for free or reduced-price lunch

6. MY CLASSES Period# of students # of boys & girls # by raceComments Homeroom2513 boys 12 girls 3 African American 1 Asian American 2 Hispanic American 19 Caucasian First2614 boys 12 girls 3 African American 2 Hispanic American 21 Caucasian 8 gifted Second2312 boys 11 girls 3 Hispanic American 1 Asian American 19 Caucasian Third178 boys 9 girls 1 African American 2 Hispanic American 14 Caucasian 2 inclusion, 5 RTIs, 1 ELL FourthRotates once a week Third period rotation includes 7 additional inclusion students

7. SCHEDULE TimePeriodSubject# of StudentsComments 7:30 – 8:10HomeroomMorning work24 8:10 – 9:101Reading26Gifted students pulled out on Wednesday 9:10 – 10:102Reading23 10:10 – 11:103Reading178 have IEPs or RTIs 11:14 – 11:44Lunch 11:50 – 12:20Recess/Read-A- Loud Time 12:25 – 1:10SpecialsPlanning Period 1:15 – 2:004Social Studies# of students change weekly First, second, and third period classes rotate weekly—Third period includes 5 inclusion students

8. THOUGHTS… FEELINGS… WEAKNESSES… STRENGTHS… AS I BEGAN CANDIDATE TEACHING Excited and thrilled to finally apply what we have been learning! Nervous and apprehensive about providing authentic learning experiences that meet the need of all the students. My weaknesses are my classroom management and time management skills. My strengths include an excitement for learning and teaching!

9. PART II. CANDIDATE PROFICIENCY EVIDENCE

10. DOMAIN I: PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT 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?

11. STUDENT INTEREST INVENTORY Benchmark and Dibble Scores

12. PRE-ASSESSMENTS What is the main idea? What do you know about the New Deal? What do you know about questioning?

13. LESSON PLANS * Lesson planning determined by standards to be covered prior to CRCT, basal reader, and the recommendations of my collaborating teacher. Lesson 1: How to Eat Fried Worms-- Questioning Lesson 2: Georgia State Capitol—Main Idea Lesson 3: Franklin D. Roosevelt—The New Deal Essential Question(s): How did Franklin D. Roosevelt help people?

14. DOMAIN II: PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT 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?

15. STUDENT LEARNING STYLES Using Technology Videos Interactive Flipcharts Interactive PowerPoints Jeopardy Reviews

16. BLOOM’S TAXONOMY Thick Questions Thin Questions

17. STUDENT PRODUCTS Choice, choice, choice… Art Riddles Songs Interview skits Posters

18. Interactive Activities

19. FLEXIBLE GROUPING, CENTERS, AND SCAFFOLDING Think-Share-Pair Carouseling Jigsawing

20. 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?

21. IMPACT ON STUDENT LEARNING Lesson 1 Impact: How to Eat Fried Worms-- Questioning Lesson 2 Impact: Georgia State Capitol—Main Idea Lesson 3 Impact: Franklin D. Roosevelt—The New Deal

22. AUTHENTIC ASSESSMENTS Formative Observational Checklist Use of Bloom’s during discussion

23. Summative –Product –Rubric

25. From pre- assessment to applied practice and formative assessments 6 of the 12 students improving (beginning to late developing stage). IMPACTIMPACT

26. INSTRUCTIONAL ADJUSTMENTS Whole group instruction during the reading of the text as a group Carouseling activity based on 2 questions Main idea matching game Reteach how to locate the main idea and supporting details with all but one of the students who participates in the period 3 reading class, which is four students (Trevor, Sarah, Brianna, and Gregory). Provide additional scaffolding for a secondary activity about the New Deal for those students who scored lower than a 12 on their applied practice project, which was 12 of the 12 students.

27. 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 your teaching philosophy changed during Candidate Teaching?

28. MY PHILOSOPHY… NOW AND THEN Initial PhilosophyCurrent Philosophy Progressivist and Humanistic philosophy, which not only has an academic focus, but also the emotional, social, and physical well- being of the student. Students will more frequently forget information if it is drilled into their brains. However, if students were to discover the reasoning behind concepts on their own, they may become more interested in the subject matter as well as continue their joy in learning. Since this time I have observed that learning happens when children are excited, motivated, and interested in the materials being presented. Subjects should be taught in a way that nourishes curiosity, creativity, compassion, and other virtues. This can be accomplished through the use of hands-on, inquiry-based learning and real-world experiences that build problem-solving and critical thinking skills. However, I also now realize that it is equally up to the student to WANT to learn.

29. PROFESSIONAL DEVELOPMENT Professional Associations In-Services and Training Parent/Teacher Conferences Other School Events Student Professional Association of Georgia Educators Georgia Science Teachers Association National Science Teachers Association Environmental Education Alliance of Georgia Alpha Chi National Honor Society Kappa Delta Pi International Honor Society in Education Common Core Faculty Meeting— January 25, 2012 Common Core Faculty Meeting— January 25, 2012 GCRCT Team Building and Test Prep Meeting GCRCT Team Building and Test Prep Meeting GCRCT –February 29, 2012 GCRCT –February 29, 2012 Administrative Faculty Meeting—April 11, 2012 Administrative Faculty Meeting—April 11, 2012 PAGE Code of Ethics Webinar— March 31, 2012 6 grade-level meetings 3 parent/teacher conferences 1 RTI Tier 3 Conference Volunteered at the school wide Math and Science Night Volunteered at the school wide Math and Science Night Attended the school art show

30. PART III. CONCLUSION

31. THE NEXT STEPS… Continue Education Reading Endorsement Gifted Endorsement GACE Middle and High School Science Teach 21 Doctorate Teaching Certificate Full-time employment in a public or private school Substitute teaching EE consulting Keep Learning!

33. ADVICE FOR FUTURE EDUCATORS Be flexible; Stay organized; Remember to reflect; Get to know your students; Keep a sense of humor; Embrace the challenges; Be creative and try new ideas; and Have fun!

34. “My greatest goal for teaching is to empower students to believe in their own value, stimulating their interest to question, and providing the tools to discover answers. I also want to inspire them to love learning and establish the skills to achieve health, respect, prosperity, and happiness.”