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Welcome to Lynn M. Cannarozzi’s Electronic Portfolio. Table of Contents. Introduction Philosophy Resume NTE Scores Praxis III Domain A -- Organizing Content for Learning Domain B -- Creating an Environment for Learning Domain C -- Teaching for Learning

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Presentation Transcript
slide1

Welcome to

Lynn M. Cannarozzi’s

Electronic Portfolio

table of contents
Table of Contents

Introduction

Philosophy

Resume

NTE Scores

Praxis III

Domain A-- Organizing Content for Learning

Domain B-- Creating an Environment for Learning

Domain C-- Teaching for Learning

Domain D-- Teaching Professionalism

Exit Portfolio

introduction
Introduction

Welcome to my portfolio! On the following slides, I will share with you my teaching philosophy, resume, NTE scores, and Praxis III beliefs.

For the past year I have been involved with the Professional Educator’s Program through Wright State University. I have experienced an entire school from first day of school to last day of school. The year has provided various experiences for me. I have learned through my successes and my mistakes. This has been the start of my years of life long learning in education.

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philosophy
Philosophy

My teaching philosophy involves the following constants.

*ALL students have the right to learn

*Reading is the foundation of learning

*Each child learns differently

*Teachers must be flexible, consistent, fair, and positive all of the time.

philosophy continued
Philosophy (continued)
  • Teaching is a career that involves many different roles: an educator, a coach, a nurse, a detective, a substitute parent, a judge, a role model, and a “jack of all trades.”
  • A great teacher must utilize a variety of resources including fellow teachers, professors, administration, area businesses and agencies, and technology.
  • Students must learn skills to live with outside of the classroom. These skills include empathy, teamwork, and accountability. Skills learned through modeling, discussion, consistency, and role-reversal.
  • Professionalism is demonstrated with respectful behavior and appearance at all times to all people of all ages.

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resume
Resume

LYNN M. CANNAROZZI

2841 Meadow Park Drive

Kettering, OH 45440

lyncanna@yahoo.com

Education

Wright State University

Elementary Education/ Teaching Certificate 1-8

3.8 G.P.A.

Passed Praxis II Test, January 2000

Professional Educators Program Intern

Ohio University

B.S. in Therapeutic Recreation

Graduated Summa Cum Laude (3.6 G.P.A.)

Dean’s Scholarship Recipient

Athletic Grant-In-Aid Participant for Volleyball

Mid-American Conference Presidential Award

Mid-American Conference Commissioner

Scholar Athlete Award

slide7

Teaching Experience

Fairborn City Schools

Substitute Teacher

Taught fifth and sixth grade classes

Student Teacher

Taught sixth grade

Developed integrated unit on inventions

and inventors

Developed and implemented integrated

unit on European Countries

Related Experience

Franciscan Medical Center

Recreational Therapist

Coordinated group and individual sessions

for adult psychiatric unit

Developed and facilitated community

reintegration programs

Coordinated and chaired committee of 12

for a 2-day conference

Developed individual treatment plans with

social workers and nurses

Trained in non-violent crisis intervention

slide8

Youth and Community Activities

Counselor for local senior high youth

Class I volleyball official

Franciscan Games participant and coach

Junior Olympic volleyball coach

Summer day camp counselor

University summer volleyball camp coach

*Graduate & Undergraduate Transcripts are

available upon request.

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nte scores
NTE Scores

Test My Possible Average

Name Score Score Range Score Range

Elementary

Education

Curriculum 184 100-200 169-188

Instruction

Assessment

Principles

Learning & 187 100-200 165-181

Teaching

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praxis iii
Praxis III

Domain A: Organizing Content Knowledge for Student Learning

Domain B: Creating an Environment for Student Learning

Domain C: Teaching for Student Learning

Domain D: Teacher Professionalism

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domain a organizing content knowledge for student learning
Domain AOrganizing Content Knowledge for Student Learning

Criterion A1: Becoming familiar with relevant aspects of students’ background knowledge and experience

Criterion A2: Articulating clear learning goals for the lesson that are appropriate to the students.

Criterion A3: Demonstrating an understanding of connections.

Criterion A4: Creating and selecting teaching methods, learning activities, and instruction material

Criterion A5: Creating and selecting appropriate evaluation methods.

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criterion a1
Criterion A1

Becoming familiar with relevant aspects of students’ background knowledge and experiences.

Even before meeting the students, I looked

at their personal file looking for academic

and personal information about each student.

By asking questions, I learned the turn-over rate of students at the school where I did my internship.

Through student journals and everyday interactions with the students, I learned about their families and personal interests.

criterion a2
Criterion A2

Articulating clear learning goals for the lesson that are appropriate to the students.

Before each lesson a basic learning goal is shared with the students.

Lesson goals for each subject are printed on the bulletin board in clear view for all the students to see.

Goal for the Lesson!

criterion a3
Criterion A3

Demonstrating an understanding of the connections between the content that was learned previously, the current content, and the content that remains to be learned in the future.

Through discussion or written format, a connection must be shared by the student (or a representative of a group) why information is being learned and what is to come.

Brainstorming and K-W-L charts aredifferent techniques that I have used to assess knowledge and make a connection of the material being taught.

criterion a4
Criterion A4

Creating and selecting teaching methods, learning activities, and instructional materials or other resources that are appropriate to the students and that are aligned with the goals of the lesson.

By using a variety of materials and methods, I am able to find appropriate learning tools. Through experience and experimentation, I have learned what works and what needs improvement.

Variety and common sense are the two main requirements when I am creating a lesson.

criterion a5
Criterion A5

Creating or selecting evaluation strategies that are appropriate for the students and that are aligned with the goals of the lesson.

Students need to be comfortable with tests, but there are other methods I use when evaluating a student. Portfolios, presentations, tests, and group projects are my four primary methods of evaluation.

Again, variety and common sense are the main forces of the lesson.

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domain b creating an environment for student learning
Domain BCreating an Environment for Student Learning

Criterion B1: Creating a climate that promotes fairness.

Criterion B2: Establishing and maintaining rapport with students.

Criterion B3: Communicating challenging learning expectations to each student.

Criterion B4: Establishing and maintaining consistent standards of classroom behavior.

Criterion B5: Making the physical environment as safe and conducive to leering as possible

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criterion b1
Criterion B1

Creating a climate that promotes fairness.

Fairness is not treating each student identically. Fairness is providing an equal opportunity for each student to grow academically and personally.

My ideal classroom involves interactive bulletin boards, plants, animals, and lots of color. With interesting and interactive bulletin boards, students natural curiosity is awaken.

criterion b2
Criterion B2

Establishing and maintaining a rapport with students.

By taking advantage of the little opportunities presented throughout a school day, I have gotten to know each student a little better.

By being consistent and fair, students respected me and listened to me. Stating expectations and consequences up front eliminated an undue tension.

Greeting the students when they arrive and when they are dismissed are two simple ways I learned different habits of each student.

criterion b3
Criterion B3

Communicating challenging learning

expectations to each student.

Through class discussion and brainstorming, I have found that students are often harder on themselves than adults are.

By stating expectations from the beginning,

students usually exceed expectations.

Tell students what is expected and do not lower

the standards! If we do not challenge students to go to the next level, who will?

criterion b4
Criterion B4

Establishing and maintaining consistent standards of classroom behavior.

Allow students to assist in determining 4 or 5 class rules and consequences.

Follow the rules and consequences consistently and fairly.

Follow the rules from the first day to the last day.

Be meticulous with the rules and consequences especially for the first month.

Post the rules and consequences in a visible location with an aesthetic appeal.

criterion b5
Criterion B5

Making the physical environment as safe and conducive to learning as possible.

Arrange the desks so that students can see the board or screen clearly.

Have seats arranged in groups as appropriate for the class since this creates more space.

Daily check the room for “hazards” ranging from electrical to situational.

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domain c teaching for student learning
Domain CTeaching for Student Learning

Criterion C1: Making learning goals and instructional procedures clear to students.

Criterion C2: Making content comprehensible to students.

Criterion C3: Encouraging students to extend their thinking.

Criterion C4: Monitoring students’ understanding of content through a variety of means.

Criterion C5: Using instructional time effectively.

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criterion c1
Criterion C1

Making learning goals and instructional procedures clear to students.

I believe in stating the goal and how we are going to reach said goal from the beginning of the lesson.

Through visual and auditory proclamations of the goal and procedures, most students are exposed to their style of learning.

By keeping goals clearly stated, I am able to focus on the lesson appropriately and with the end product in mind.

criterion c2
Criterion C2

Making content comprehensible to students.

The most solid measures of comprehension for elementary age students is through hands-on learning. By allowing students to manipulate a concept, they learn the value and the “realism” of the concept.

By using at least two different styles of learning for each lesson, I keep myself involved as well as the students.

Keeping it clear and concise assist the students in understanding the foundation.

criterion c3
Criterion C3

Encouraging students to expend their thinking.

Bloom’s taxonomy provides a structured way of allowing students to extend their knowledge to the next level.

Through enrichment exercises and peer teaching, students learn to apply their learning .

By creating an environment where it is okay to make mistakes as long as you learn from them, allows students to forget failure and focus on knowledge.

criterion c4
Criterion C4

Monitoring students’ understanding of content through a variety of means, providing feedback to students to assist learning, and adjusting learning activities as the situation demands.

Through constant observation of students’ behavior and their work, I can assess their comprehension. When their comprehension is low, I change strategies mid-way to restate the information. This may mean going back to the beginning and doing it differently.

“If at first you don’t succeed,

try, try again!”

criterion c5
Criterion C5

Using instructional time effectively.

Through additional teaching experience, I will be able to smoothly transition to each subject and to know the proper time for a lesson.

I believe in over preparing for a lesson! This allows me to change plans quickly if a lesson is not working effectively and to be ready if the students grasp a concept quicker than I estimated.

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domain d teacher professionalism
Domain DTeacher Professionalism

Criterion D1: Reflecting on the extent to which the learning goals were met.

Criterion D2: Demonstrating a sense of efficacy

Criterion D3: Building professional relationships with colleagues to share teaching insights and to coordinate learning activities for students.

Criterion D4: Communicating with parents or guardians about student learning.

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criterion d1
Criterion D1

Reflecting on the extent to which the learning goals were met.

After each lesson (and during each lesson if applicable), I read the objectives and goals to see if I am going in the correct direction.

A professional journal allows me to keep my thoughts organized and in proper perspective.

By writing notes regarding successes and potential improvements on the lesson plan, I can keep myself organized.

criterion d2
Criterion D2

Demonstrating a sense of efficacy.

Teachers educate students through gaining experiences of life skills. When a teachable moment occurs regarding feelings or coping, I grasp at the opportunity to demonstrate and explain empathy, health living skills, and healthy coping skills.

By demonstrating flexibility and civility, I provide a positive role model.

criterion d3
Criterion D3

Building professional relationships with colleagues to share teaching insights and to coordinate learning activities for students.

By observing and socializing with fellow teachers, a common bond is made which allows for each teacher to learn from each other without loss of respect.

Scheduling learning activities with other classes allows colleagues to work together towards a common goal.

criterion d4
Criterion D4

Communicating with parents or guardians about student learning.

Teachers and parents share a common goal of educating a student. Communication though Friday folders, phone calls, conferences, and notes is enhanced.

By getting to know the parent, I get to know the child better.

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thank you for visiting lynn m cannarozzi s electronic portfolio
Thank you for visiting Lynn M. Cannarozzi’s electronic portfolio

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