Kelly Coltrane

MAT Candidate Teaching Summit Presentation

Spring 2013

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"Attitude can be your best friend or your worst enemy."

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Kelly Coltrane

• Earning Masters of Arts in Teaching: Early Childhood Education

• Sweet Apple Elementary, Fulton County• 3rd grade EIP classroom • Mrs. Bonny Dieterich – Collaborating Teacher• All Subjects

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Sweet Apple Elementary School

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• 824 students in 2011-2012 • Roswell, Georgia• suburban area• middle to upper class

Mrs. Dieterich’s 3rd grade class

Academic Diversity• 16 students• 8 girls, 8 boys• 7 EIP students• 4 advanced• 5 on-level• ESOL – 1 student• 504 plan – 2 students

Ethnic Diversity• White – 11 (69%)• Multi-Racial – 3 (19%)• Asian Indian – 1 (6%)• Hispanic – 1 (6%)

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Ethnic DiversityWhiteMulti-RacialAsian IndianHispanic

Mrs. Dieterich’s Class Schedule• 7:15- 7:45 Homeroom, Attendance, Morning Journal • 7:50- 9:00 Math • 9:05- 9:50 Monday- Music Tuesday- Computer (A) and Media (B)

Wednesday- PE Thursday- PE Friday- Art • 9:55- 11:50 Snack/ Reading/ Language Arts • 11:55- 12:25 Lunch at Table #5 (on the window side) • 12:30- 1:00 Recess • 1:00- 1:15 Restful Reading Time • 1:15- 2:10 Social Studies/ Science/ Health • 2:15 Clean up/ Pack up/ Dismissal

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My Thoughts and Feelings as I Began Candidate Teaching

• Strengths – experience as a substitute teacher• Fears – Will my collaborating teacher and I get

along? Will I appreciate how she runs her class? Will I meet her expectations?

• I am excited about the next phase – “Let’s go!”• I am nervous. Will I be able to run the

ActiveBoard competently?

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CANDIDATE PROFICIENCY EVIDENCE:

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DOMAIN I: PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT

Lesson 1Math:Beginning Fractions

Lesson 2Health:Conflict Resolution

Lesson 3Reading/Language ArtsCRCT Review: QuotationMarks in Dialogue

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DOMAIN II: PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT

Preassessments • Health – Conflict Resolution: KWL chart Tell me what you

know and what you want to know about conflict resolution with your friends and family. What can you do when a conflict begins?

• Math - Fractions: What do you know about “equal parts of a whole”?

• Reading/Language Arts: What do you know about singular and plural possessive nouns?

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DOMAIN II: PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT

Ongoing assessments • “I’m going to underline part of a sentence. You tell me on your

wipe boards if it is the simple or complete subject or the simple or complete predicate.” (ELACC3L1) **

• “Tell me if this example relates to area or perimeter.” How much paper it will take to cover a bulletin board? (MCC.3.MD.7)

** The sniffling student sneezed three times after she came indoors.

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DOMAIN II: PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT (cont’d)

Post assessments

• checklists for Thurgood Marshall project- choice of triorama, song/rap, or one-on-one interview.

• K-W-L Chart: Conflict Resolution – What strategies have you Learned to help you resolve conflicts?

• Math Unit Tests on Fractions, Area/Perimeter, Measurement (including Time), and Data

• Students create book on Heat: Radiation, Conduction, and Convection

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DOMAIN II: PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT (cont’d)

Differentiated Activities (tiered, flexible grouping, multiple intelligences) – also ongoing assessments

• Think-Pair-Share• Small groups creating review questions for Science CRCT• Bloom’s Taxonomy: Questions About Fractions• Interpret quotes from Famous Americans in partners • Partner Walk-n-Talk: Share your ideas. Listen to your partner’s ideas.• Students create Fraction Museum with Unifix cubes: Show me ¼. Show me 7/8. Show me that 2/3 and 6/9 are equivalent.• Heat experiment: Which conducts heat better: metal, wood, or plastic?• iPAD for CRCT review• Singular and Plural Possessive Scavenger Hunt: Is this item belonging to one or more than one? How do I write it?• Simple, Compound, and Complex Folder Game: Can you tell the difference among the three sentences?• Ping Pong Fraction Game: How many equal parts? Maybe thirds? halves? eighths? Or are the parts unequal?• Students create Fraction Strips to understand equivalent fractions• Learn elapsed time with t-chart, time line, and a clock• Role playing for Conflict Resolution• Discovering with magnets: Does a magnet stick to the following items? Make predictions then find out!• Rapping about magnets: Magnets Attract, That’s a Fact!• Text complexity – Nonfiction Differentiated Texts

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DOMAIN III: IMPACTING STUDENT LEARNINGAdjusting Instruction for Cause and Effect

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DOMAIN III: IMPACTING STUDENT LEARNING

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DOMAIN III: IMPACTING STUDENT LEARNINGPost Assessment for Cause and Effect

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DOMAIN III: IMPACTING STUDENT LEARNINGAdjusting Instruction

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• Try teaching students cause and effect a new way. (courtesy of Lynn Satterfield)

• Instead of focusing on what happened and why it happened, focus on the first letter in “cause” and the first letter in “effect.”

• Just as “c” comes before “e” in the dictionary, the cause comes before the effect in real life.

• After that minilesson, 15 out of 16 students scored 90%-100% on quiz. Student who scored 70 % was absent during minilesson.

DOMAIN IV: PROFESSIONAL RESPONSIBILITIES IN SUPPORT OF DIFFERENTIATED INSTRUCTION

& ASSESSMENT

Professional Organization Memberships• Student Professional Association of Georgia

Educators (SPAGE) member• Kappa Delta Pi International Honor Society in

Education member• Alpha Chi National Honor Scholarship Society

member

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Teaching Philosophy Then & Now The Same, But More Realistic

• Classroom management – structured; procedures for everything; keep students’ integrity in tact; firm, but gentle

• Differentiation – be ready to scaffold, always challenge students, be ready for fast finishers (anchor activities)

• Don’t always tell students, let them discover for themselves (math and science)

• Begin with the end in mind, use data to adjust instruction• Still believe that skills should build on each other, content isn’t

taught in isolation (integrate), keep reviewing• Worksheets (not always bad) as long as they serve a purpose

and are being checked or graded, not just busy work

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DOMAIN IV: PROFESSIONAL RESPONSIBILITIES IN SUPPORT OF DIFFERENTIATED INSTRUCTION

& ASSESSMENT

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Professional Development Activities• Staff Meetings• Close passages• Text complexity• Tier I, II, and III Interventions for students• Extended Planning for Third Grade Team – 4 times• 2 parent/teacher conferences

CONCLUSION:

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Continuing Plan to Develop as a Professional Educator

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