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Kelly Tripi Candidate Teaching Summit Presentation Spring 2013. Email website “If a child can’t learn the way we teach, maybe we should teach the way they learn.”. INTRODUCTION:. Kelly Tripi. Bachelor of Science: Early Childhood Education Liberty Elementary Kindergarten

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Kelly Tripi Candidate Teaching Summit Presentation Spring 2013


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    1. Kelly TripiCandidate Teaching Summit PresentationSpring 2013 Email website “If a child can’t learn the way we teach, maybe we should teach the way they learn.”

    2. INTRODUCTION:

    3. Kelly Tripi • Bachelor of Science: Early Childhood Education • Liberty Elementary • Kindergarten • Collaborating Teacher: Tessa Allen

    4. Liberty Elementary • Located in Canton, GA. • Principal: Dr. Nicole Holmes • Middle class subdivision and rural homes • Parent involvement is high.

    5. Demographics • There are about 1,500 students at Liberty Elementary.

    6. Class Breakdown • 25 students • 12 girls • 13 boys • 18 Caucasian • 2 Hispanic American • 5 African American • 4 RTI’s

    7. Schedule

    8. My Thoughts and Feelings, Fears, Strengths and Weaknesses as I Began Candidate Teaching My strengths would be my creativity with lesson planning, and my technology integration. I felt grateful to have been given the opportunity to work at such an amazing school! I was worried I would not meet the expectations of my collaborating teacher! My weaknesses could include time management and classroom management.

    9. CANDIDATE PROFICIENCY EVIDENCE:

    10. DOMAIN I:PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT PSOE 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. Pre-assessments/Post

    12. Insect lesson plan pre/post-assessment results.

    13. Lesson Plans Lesson 1: Sneaky E Lesson 2: Measure Your Name Lesson 3: What are insects?

    14. Differentiation • Sneaky E: sight word game was differentiated based on reading ability. Easy, medium, and hard difficulty. • Measurement: Students were arranged around the rug according to learning level groups. Support group was given linking cubes that they could write on to help them spell their names. On-target simply spelled their names without writing on the cubes, and advanced students helped me spell the long names from “Chrysanthemum”.

    15. Differentiation Con’t • Insects: Differentiated with the technology center. Students could pick low, medium, hard difficulty setting for subtraction problems. The writing center was also differentiated based on writing ability. Support students were provided with word walls, sight words, and letters. On-target group was given a word wall. Advanced group was not provided with any additional help, aside from myself.

    16. DOMAIN II:PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT PSOE 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?

    17. Technology www.abcya.com Interactive PowerPoint

    18. Technology Promethean Board

    19. Rubrics

    20. Classroom Management • If a student earns 8 green points, and has less than 2 red points they may get a treasure. (teacher of the day, no shoes, hat, etc) • I would like to make the classroom expectations with my students at the beginning of the year. • I would also call the parents at the beginning of the year to get to know them.

    21. 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?

    22. Analysis Lesson 1: Analysis Lesson 2: Analysis Lesson 3: Analysis

    23. Adjustments • I was asked to do a framework lesson. The lesson was solving riddles. All of my advanced students were asking me what to do, and at that point I knew I needed to readjust the lesson. In the beginning I solved 3 riddles with the class together. Then the lesson asked the students to go to their seat and solve 3 on their own. They were all confused, so I brought them back to the rug and we solved them all together.

    24. 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 my teaching philosophy changed during Candidate Teaching?

    25. Teaching Philosophy Now and Then:

    26. Professional Development

    27. CONCLUSION:

    28. What’s next? Continue Education: • Gifted Endorsement • GACE Middle Grades • Master’s in Early Childhood Education • Doctorate Get a job!!

    29. All students can succeed if given the right tools to be successful!