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1. Amy Hunt MAT Candidate Teaching Summit Presentation Spring 2014 Website E-mail “It is the supreme art of the teacher to awaken joy in creative expression and knowledge.”- Albert Einstein

2. PART IIntroduction:

3. Class Profile • Candidate Teacher-Amy K. Hunt • Master of Arts in Teaching • Big Creek Elementary-Forsyth County • First Grade • Collaborating Teacher: Mrs. Debbie Stair • Taught all Content Areas • Class Data: • 27 Students in total • 16 Girls 11 Boys • On-level class (no special needs /gifted) • 2 ESOL Students • 3 in RtI process • 1 behavior, • 1 math, • 1 in the process of moving to tier 3 for all content areas. • Science Lab Contributions • Teacher Grants: i-touches in Media Center • High Parent Involvement: • Science Lab Contributions • Teacher Grants: i-touches in Media Center • Fine Arts Enrichment: Print Making • Watch Dads Program/Weekly Volunteers

4. Located in Cumming, Georgia - A rapidly growing rural region in Forsyth County. A National Blue Ribbon School (2011) Serves 662 students from middle to upper class families. 6% are eligible for free or reduced lunches 12 % receive special needs services 3% ESOL Students Receives high test scores on yearly CRCT The mission of Big Creek Elementary School is to instill a love of learning through a supportive, rigorous and empowering environment. School Profile Big Creek Elementary Home of the Wildcats

5. Schedule

6. My Thoughts and Feelings, Fears, Strengths, and Weaknesses as I Began Candidate Teaching How will I find time to write all of those lesson plans? Will my collaborating teacher be supportive of the differentiated instructional approach? Unsure of my ability to make a positive impact on student learning. Excited to use all of the new instructional strategies that I had learned about! Confident in behavior management skills and excited to work with students again! Will I be able to use what I’ve learned to truly meet the needs of all learners?

7. PART II CANDIDATE PROFICIENCY EVIDENCE:

8. LESSON PLANS • Fraction Lesson • Reading Lesson • Economics Lesson 

9. 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?

10. Proficiency Evidence . Fountas and Pinnell Data • Class Learning Style % • 26% Auditory/Kinesthetic • 19% Visual/Kinesthetic • 18% Visual/ Auditory • 5% Visual/Kinesthetic • 1% Auditory/Kinesthetic • 1% Visual/Tactile • 1% Kinesthetic • 1% Auditory • 1% Kinesthetic • Learning Style Profile . Bloom’s Taxonomy

11. Pre-Assessments and Rubrics Fractions (Mandated Assessment) and Pre-Assessment Data Rubric Reading Anticipation Guide and Pre-Assessment Data 46% met or exceeded Economics Quick Write and Pre-Assessment Data 23% met or exceeded 19% met or exceeded

12. Used grade level curriculum map to stay on track with grade level. • Used county math assessments to guide students to meet and exceed standards. • Used mandated essential questions to create assessments. Used Bloom’s Taxonomy to create leveled questions for whole group and tiered assignments. • Use Common Core and Georgia standards to plan lesson content. • Collaborated with first grade teachers to plan content for each week. Curriculum Map Planning Process Checklist to track student progress throughout the lesson Grade Level Meeting Minutes

13. Technology • Technology is a HUGE part of education at Big Creek! Bring Your Own Technology!

14. 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?

15. Whole Group Learning and Environmental Differentiation Inquiry-Based Learning Whole Group Leveled Questions Making Connections to Content “If you were a fraction what would you be like?” • In the book, half of the cow was blue. What fraction of the cow was white? (Group1) • How can we write the fraction for the part of the cow that is red? (Group 2) • What would happen if the cow had hurt another leg too? Would it change the fraction? Why or Why not? (Group 3) • Could the flower be fairly shared? Why or why not? (All Groups) Pairs-They would be a pizza with four pieces. Student Grouping Choice and Choice of Modality and Grouping Making Connections to Content Main Idea Group-They would be in a fraction army and be called by their fraction name. Individual-They would have four parts Re-teaching what makes a fraction. Supporting Details Parent Note About Fraction Connections

16. Small Group Differentiation Leveled Texts-Process Differentiation Tiered Cubing-Process Differentiation Learning Style Process Differentiation Tiered Applied Product/Process Differentiation Bloom’s Leveled Tasks

17. Meeting the Needs of All Learners Visual Auditory Tactile Kinesthetic Checklists for Scaffolding Compacted Independent Projects Choice Boards Power Point Presentations

18. Assessing Learning Repeating Pre-Assessments Independent Projects Tiered County Mandated Assessments Basic Responses Groups 1-4 Story Self-Assessments Extended Response Groups 3-4 Constructed Response Group 2 Model -I know the content so well thatI could teach it to someone else. -I know some of the content. -I don’t any of the content. Song

19. 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?

20. Proficiency Evidence Gave a different assessment 88% met or exceeded. 69% learning growth. 96% met or exceeded. 73% learning growth. Reviewed main idea and details in small groups Changed rubric to reflect learning growth in both standards 96% met or exceeded. 53% learning growth.

21. 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?

22. Proficiency Evidence • Professional Development • Professional Organizations • SPAGE • KDP • ALPHA CHI • ASCD • Certification • GACE Early Childhood Education • GACE General Education Special Education • Webinars • Hanging In:Working with Challenging Students by Jeffrey Benson 4/24/2014 • Flipped Webinar: Flipped Learning 4/24/2014 • Six Non-Negotiables for a Successful Differentiated Instructional Classroom 4/29/2014

23. Philosophy of Education Past Present • Constructivist Approach • Environmental differentiation is important. • Academic differentiation is interesting but difficult. • Whole group instruction works best for behavior management purposes. • Emphasis on educating the whole child. • A teacher’s job is to provide information to students. • Constructivist Approach • Environmental differentiation is the key to classroom success. • Pre-assessments are imperative! • Differentiation is easier in small groups. • Leveled questions make whole group differentiation easy. • Teachers serve as a guide for student led learning. Biggest Take Away It’s okay to be different!

24. CONCLUSION Art Work by Maya

25. Next Steps • Substitute / Find a job! • KDP New Teacher Webinar • Daily 5/Café Workshop • ESOL Endorsement • Level III Bright from the Start trainer • Create a course about differentiating instruction in the childcare classroom. • EDS in Curriculum and Instruction • I want to learn more about promoting social and emotional growth inside the classroom. “No printed word, nor spoken plea can teach young minds what they should be.Not all the books on all the shelves – but what the teachers are themselves.” ~Rudyard Kipling

26. SPECIAL THANKS RESOURCES • Big Creek Elementary School • Go Noodle • Wordle • Raz Kids • Spelling City • Bloom's Taxonomy • Socrative • Class Dojo • Cool Math • Discovery Education • SPAGE • Kappa Delta Pi • Alpha Chi • ASCD -Professor Nancy Carter -Professor DeLores Nichols -Dr. Cynthia Kiernan -Dr. GeorgannToop -Professor Rebecca Amerson -Reinhardt University MAT Cohort Members -Mrs. Debbie Stair -Students and Staff at Big Creek Elementary School!