Katie Garrison MAT Candidate Teaching Summit Presentation Spring 2014

1. Katie GarrisonMAT Candidate Teaching Summit PresentationSpring 2014 WebsiteE-Mail "If you can imagine it, you can achieve it.  If you can dream it, you can become it." -William Ward

2. Introduction

3. Katie Garrison • Master of Arts in Teaching: Early Childhood Education • R.M. Moore Elementary School • 4th Grade Social Studies and Science • Collaborating Teacher: Mrs. Denise Bennett

4. R.M. Moore Elementary School • Located in Waleska, Georgia • Currently grades PreK-6 • 546 Students • Current Principal: Jan Adamson • Current Assistant Principal: Joni Smith • Title I Distinguished School

5. My Classes

6. 1st Period 2nd Period Homeroom 3rd Period 4th Period

7. My Daily Schedule • 7:30-8:00 Homeroom • 8:00-9:05 1st period • 9:05-10:25 2nd period • 10:25-10:40 Recess • 10:40-11:40 3rd period • 11:42-12:12 Lunch • 12:15-1:25 4th period • 1:25-2:05 Specials (Art, Music, or P.E.) • 2:05-2:15 Dismissal

8. My Thoughts and Feelings, Fears, before I began Candidate Teaching • Scared • Nervous • Excited • Unsure • Weakness: Behavior Management • Strengths: A surplus of information and tools to teach

9. DOMAIN I:  PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT • Georgia Performance Standards • Conferencing with Mrs. Bennett • Multiple Intelligence test • http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml • Collaborating with fellow MAT student • Pre-Assessment

10. Planning for Differentiated Instruction

11. Lesson Plans Simple Machine and Forces Lesson Reading and Social Studies Lesson New Nation Lesson

12. DOMAIN II: Strategies used to DifferentiateSimple Machines and Force Activation of Prior Knowledge Choice Boards

13. Simple Machines and ForceStrategies used to Differentiate Bloom’s Taxonomy • Groups based on prior knowledge • Guided Reading • “Ed Heads” computer activity Questions for Applied Practice and Assessing

14. Reading and the American RevolutionStrategies used to Differentiate Pre-Assessing Writing Activation: Quick Write Activation: “Fast Facts” Compacting

15. Reading and the American RevolutionStrategies used to Differentiate New Knowledge

16. Reading and the American RevolutionStrategies used to Differentiate Venn Diagram? T-Chart?

17. Reading and the American RevolutionStrategies used to Differentiate Rubrics Applied Practice: Choice

18. New NationStrategies used to Differentiate Activation of Prior Knowledge

19. New NationStrategies used to Differentiate Causes and Events Choice Board Rubric Timeline

20. New NationStrategies used to Differentiate On-Going Assessment

21. Just a few other Strategies used to Differentiate Interactive Assessment with the Solar System Compare Planets Moon Phases Vocabulary Song about Solar System Post Card from a planet

22. DOMAIN III:Impacting Student Learning Simple Machine and Forces Lesson • The students still have room to grow. • Review the “Ed Heads” activity the students did the day before. • Separate in readiness level and create a simple machine or compound machine out of supplies I provide. Present machines. • Bloom’s Taxonomy questions based on readiness level as a ticket-out-the-door.

23. Impacting Student Learning Reading and the American Revolution Lesson • Always room to grow by enhancing the rigor of the students’ applied practice and/or post-assessments. • Activate the students’ prior knowledge by doing think-pair-share with the classroom. Think about what events they feel is the most important during the American Revolution. • The students would be able to choose between creating a 3-D model and creating trading cards. These activities would be graded using a rubric. The rubric columns would consist of neatness, accuracy, and creativity. • Present activities to clear up any misunderstandings the students still have.

24. Impacting Student LearningNew Nation Lesson • This lesson was rushed so I believe I would expand on the Articles of Confederation. • The students participate in a branches of government Readers Theater. • Complete an oversized branch of government tree to have in the classroom. The limbs would be the branches of government and the leaves would be the jobs of the branches of government. This would allow students to have the information in the classroom to use as a resource and review tool. • Add to the “What Stuck With You?” door.

25. Analysis of Impact Simple Machine and Forces Impact Reading and Social Studies Lesson New Nation Lesson

26. Professional Organization Memberships

27. My Teaching Philosophy Then… Now… My philosophy has not significantly changed. I have learned first handedly how important it is to consider the different ways students retain information and offer different ways of teaching in the classroom. I have also learned first hand how important it is to collect and interpret students assessment daily in the classroom to keep the students activated and on track with their learning. Making positive real world connections can make the biggest difference in student learning. I still believe it is important to keep a positive attitude in the classroom however, I have realized that can be easier said than done- Especially when a child does not push him or herself to their full potential. • Provide several learning options, appropriate levels of challenge for all students and push students slightly beyond their normal learning limits. • Make sure students relate what they know to what they are learning and create their own knowledge. • Need to know different learning techniques to help the students reach their full potential in their studies. • One of the most important strategies to create a positive classroom environment is for the teacher to constantly be positive

28. My Next Steps… • Continuing Education • Gifted Endorsement • GACE Middle Grades Math and Science • Specialist • Doctorate • Teaching Certificate • Full-time employment in public or private school. • Substitute teaching