Teaching Experiences

Teaching Experiences

Tiffany L. Yehl

Rationale

This portfolio is a small sample that represents my growth as a new teacher. The artifacts that are included show my creativity in the classroom as well as my conscientious planning and communication skills. I have included documentation to show that I have thoroughly upheld all of the INTASC standards throughout my experiences in the classroom. Although this is an extremely small sampling of the work that I have accomplished as a teacher, these artifacts prove that I am dedicated to this profession and to enriching students’ lives. I am committed to helping students become successful through the lessons that I teach. My passion for teaching is represented in the following documents to further express my life-long learner philosophy.

INTASC Standard 1: Learner Development

As part of a Kindergarten math lesson, I created centers in order to practice using larger numbers to measure. These centers allowed students to learn the concept of measuring through a hands-on inquiry approach. The students were given instructions on how to measure using non-standard measurements and then were able to use a self-discovery approach to measure the capacity and length of objects. Because all students learn at various paces due to development, especially at the Kindergarten level, I gave them enough time to finish each center before rotating groups to the next center. If some groups were finished before others, I challenged them to measure something else near them with non-standard measurements. The centers worked well with the varying developmental levels of the students. For students who struggled with the concept of measurement and higher numbers from prior lessons, I paired them with stronger students who could help them in their group at the center. This allowed all students to successfully learn the material no matter where they were in their development and understanding of measurement and larger numbers.

SHORT LESSON PLAN

SUBJECT: Math- Use larger numbers for measurement

TIME: 45 minutes

TEACHER: Mrs. Mann

DATE: 2/27/12

OBJECTIVES / BODY
(Procedures, Activities) / CLOSURE
·  SWBAT construct chains of objects to measure items and count how many, in groups.
·  SWBAT use items to fill a container and determine how many scoops were needed to fill it.
·  SWBAT predict how many objects will measure length or capacity of an item or container. / ·  Teacher will explain the math center activities for the math time. (See attached explanation of centers).
·  Teacher will give students their groups and give each student a recording sheet for their answers.
·  Each group will have about 5-7 minutes to do each center.
·  Teacher will ring the bell and students will then rotate to the next center.
·  Process will continue until all students have gone to each center or until there is about 10 minutes left in the class.
·  Teacher will bring students’ attention back together and have all students return to their seats.
·  Have students share some of their measurements for the items and compare them to their estimates. / ·  Pick a student to lie down on the carpet and have the students pick an item to use to measure them.
·  Have the students estimate first and then count together as they measure how many.
MOTIVATION
(Introduction-Hook) / MATERIALS
·  Ask students what length and capacity are.
·  Read Measuring Penny and have students focus on the different things that Lisa used to measure Penny.
·  Recall activities students did to measure. / ·  Measuring Penny by Loreen Leedy
·  Predetermined groupings
·  20-30 cubes at 2 stations
·  20-30 beans at 1 station
·  20-30 buttons at 1 station
·  20-30 paper clips at 1 station
·  20-30 macaroni pieces at 1 station
·  23 Recording sheets
·  23 Pencils

Standards: 2.2.4 Numerical Estimation, 2.3.1 Concepts of Measurement, 2.3.2 Units and Tools of Measurement

ACCOMMODATIONS:

·  Students will be using visuals and manipulatives to learn to reach various learning styles.

·  Students will be given time to move for those who need kinesthetic stimulation.

EVALUATION OF STUDENTS:

·  Teacher will make observations based on student objectives.

·  Student recording sheets will be collected and checked for completeness.

Math Centers

·  Table 1: Estimate length, measure the height of a chair leg using cubes

·  Table 2: Estimate capacity, count how many scoops of beans will fill a cup

·  Table 3: Estimate length, measure the length of one side of the table using cubes

·  Table 4: Estimate capacity, count how many coins fill a cup

·  Carpet: Estimate length, measure the length of a book using paper clips

·  Middle table: Estimate capacity, count how many scoops of macaroni fill a bowl

Materials for centers

·  Cubes (2 bins)

·  Chair

·  2 scoops

·  Table

·  Coins

·  Cup

·  Paper clips

·  Book

·  Macaroni

·  Bowl

Groups for Center

Group 1: Kayla

Pieter

Alicea

Smier

Group 2: Ashley

Cameron

Vivian

Group 3: Hannah

Kenny

Makayla

Group 4: Ariana

Fharrell

Chloe

Group 5: Nathan

Bethannie

Jordan

Group 6: Angel

Jailani

Jonathan

Devon

1. Estimate:
______cubes

Measure:
______cubes / 2. Estimate:
______scoops of beans

Measure:
______scoops of beans / 3. Estimate:
______cubes

Measure:
______cubes
4. Estimate:
______coins

Measure:
______coins / 5. Estimate:
______paper clips

Measure:
______paper clips / 6. Estimate:
______scoops of macaroni

Measure:
______scoops of macaroni

Name______Math Centers

INTASC Standard 2: Learning Differences

I have differentiated my instruction in many lessons to account for learner difference. The lesson that I included as an artifact is a writing exercise that engaged the students in creating their own newspaper or magazine in groups. Fifth grade students were given a brief introduction to newspaper and magazine writing that consisted of differentiating the process in which students learned material. Students were able to use an inquiry based approach to explore newspapers and magazines in groups. We then had a discussion about what they observed and wrote their ideas on the chalkboard. After instructing, the students broke into groups of their choice and began brainstorming for their newspaper or magazine. The differentiation in the product consisted of many elements to the final newspaper or magazine. The students could choose how they presented each required topic for their newspaper or magazine. They could write articles with the information, create comics, draw pictures with captions, use surveys, or even create puzzles or games. The product was differentiated by allowing students to choose how they wanted to present the information that was required in the paper or magazine. This lesson allowed students of all learning styles to be successful while writing.

KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

STANDARD:

Reading, Writing, Speaking, Listening

1.2.5.A, R5.B.3.2, 1.2.5.E, 1.4.5.E, 1.5.5.A

I.  Performance Objectives (Learning Outcomes):

A.  SWBAT describe parts of a newspaper and explain types of articles that are found in a newspaper or magazine.

B.  SWBAT compose articles for a newspaper and create a fifth grade newspaper or magazine as a group.

C.  SWBAT apply steps in the writing process to writing articles for a newspaper or magazine.

II.  Instructional Materials

·  Chalkboard

·  Chalk

·  Examples of newspapers or magazines

·  Paper (rough draft and final draft)

·  Pencils

·  Class information for writing articles

III.  Subject Matter

A.  Prerequisite Knowledge

1.  Steps in the writing process

2.  Familiar with newspapers and magazines

3.  Subject matter for the articles they will write

B.  Types of Newspaper Articles

1.  Fact versus Opinion

2.  Headings and sub-headings

C.  Writing to the audience

IV.  Implementation

A.  Introduction-Tuesday

1.  Give each table a newspaper or magazine and have them make observations about it: what articles are included, who is it written for, what stands out to the reader, etc.

2.  Have each group share two things about the newspaper/magazine that they have with the whole group

3.  Make a list on the board of the various articles that can be found in a newspaper or magazine with the help of students

4.  Have students discuss at their tables the difference between the fact articles and the opinion articles in a newspaper

5.  Have students share their ideas with the whole class

6.  Point out which articles on the list are fact and which are opinion

7.  Explain that students will be getting into groups and creating a fifth grade newspaper using what they are learning in their classes as the basis for the articles

8.  Have students get into groups of 5 and if time permits briefly explain the guidelines

9.  Guidelines:

1.  Each group member will be in charge of one or two articles for the newspaper/magazine

2.  Newspapers must include articles in all of the subject areas (i.e. science, social studies, etc.)

3.  Newspapers/magazines must include all newspaper features (i.e. pictures, headings, name, date, etc.)

4.  Students will write rough drafts of their articles and then edit and revise them with their group members

5.  Students will make a final copy of their newspaper/magazine and present them to the class

B.  Development-Wednesday

1.  Students will begin to work on their newspapers

2.  Research topics for their articles

3.  Write their articles

Thursday

4.  Continue working on newspapers

5.  Finish research and writing articles

6.  Begin to edit and revise

C.  Closure-Friday

1.  Finishing editing and revising

2.  Write final copies of articles and design the final layout of the newspaper/magazine

3.  Share newspapers/magazines with the class

D.  Accommodations

1.  Students will be reviewing language arts skills they have learned with a real life application.

2.  Students will use their skills and styles of learning to create their articles.

3.  Students will have the time they need to complete the project.

V.  Evaluation of Students

A.  Newspapers will be collected and evaluated using a checklist

B.  Informal observations will be used to evaluate the process students use to create their newspapers or magazines

VI.  Reflective Response

A.  Report of Students’ Performance in Terms of Stated Objectives

B.  Personal Reflection

INTASC Standard 3: Learning Environments

In the letters of reference that I have included as artifacts, my supervisor and cooperating teacher have commented on how I have created a positive learning environment for the classroom in which I was a student teacher. I was able to motivate students to do their best and I developed rapport with my students. My supervisor and cooperating teacher have seen me use many inquiry-based strategies that allow students to work together. My management strategies that they have observed allow for students to be praised for doing something good to encourage positive social interaction and eliminate bullying in the classroom. A community of learners is what I have built while I am in the classroom and my letters of reference show that I have created a welcoming learning environment for all students.

INTASC Standard 4: Content Knowledge

The artifacts that I have included to exhibit my understanding of content knowledge are my PRAXIS scores and student transcripts. My PRAXIS scores show that I have mastered the content required by the state of Pennsylvania for obtaining a teaching certification. The grades on my transcript show that I have excelled in the coursework required to graduate with a degree in elementary and early childhood education. I have achieved a 4.0 GPA from the hard work and dedication towards learning the content knowledge in my courses. I feel that the knowledge I have gained on elementary education strategies

has been the most helpful in my teaching experience.

INTASC Standard 5: Innovative Applications of Content

The artifact that best demonstrates innovative application of content is from a lesson that I taught on cloning. I integrated reading, science, and math concepts within this interactive lesson for fifth grade students. The students used web and book resources in order to research cloning, looking specifically at positives and negatives of the topic. I created a website for students that included the links they would be using to research cloning. They used what they learned about genes in science to make this project a perfect extension activity. We also discussed debate skills, finding the main idea, and reading nonfiction to strengthen language arts skills. After their research, we held a debate and all students were able to share their opinions based on their research. We then made a bulletin board charting how many students were for or against cloning after researching the topic. The students were able to explore information and research a real issue in today’s science research. This allowed the students to apply what they have been learning. Students were also able to work with a partner, which created a collaborative learning environment for the class.

KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

STANDARD:

Reading, Writing, Speaking, and Listening

R5.A.2.3

R5.A.2.4

R5.A.2.5

1.2.5.D

1.8.5.B

Science and Technology and Engineering

3.1.5.A5

3.4.5.C2

Mathematics

2.6.5.B

I.  Performance Objectives (Learning Outcomes):

A.  SWBAT outline the main ideas about cloning from articles and webpages that they read.

B.  SWBAT discuss the information that learn about cloning with their group members in order to form their own opinion about the use of cloning.

C.  SWBAT defend their opinion of for or against cloning during a classroom debate.

D.  SWBAT make conclusions about the data recorded on the chart created from the statements for or against cloning.

II.  Instructional Materials

·  Projector/Screen

·  Laptop

·  SMART Notebook

·  Website: www.brainpop.com- cloning video and article

·  Laptop Cart

·  RtI Notebook

·  Pencils

·  Book: Genetics by Kathleen Simpson

·  Book: Genes & DNA by Richard Walker

·  Website: www.amnh.org/ology

·  Website: http://library.thinkquest.org/28599/cloning.htm