Richard Kook’s

MAT Candidate Teaching Summit PresentationSpring 2013

Website E-mail

“One generation plants the trees, another gets the shade.”

1

INTRODUCTIONto my Candidate Teaching

2

Richard Buchanan Kook

• Master of Arts in Teaching• Johnston Elementary

• 3rd Grade• All subjects

• Collaborative Teacher: Josephine Modica3

Johnston Elementary

• 541 Students, K-5 • Located in Woodstock, Georgia• Opened in 1981 and named after

Cherokee County Teacher Florine Dial Johnston

• 32% of students on free lunch• 42 ESOL Students• Wide economic backgrounds and

parent involvement 4

Class, Size, Diversity of Students

My 3rd grade classroom:• 24 Students• 2 Special Education• 3 Students with IEP’s• 5 ESOL Students• 5 AIM Students• 8 Latino, 2 African American, 14

Caucasin• http://www.cherokee.k12.ga.us/Schools/johnston-es/about/default.aspx

5

ScheduleMorning Work: 7:30 – 8:00

Reading: 8:00 – 9:20

Specials: 9:20 – 10:00

Math: 10:00 – 11:10

Lunch: 11:10 – 11:45

Math: 11:45 – 12:05

Recess: 12:05 – 12:35

Language Arts: 12:35 – 1:15

Social Studies/Science 1:15 – 2:10

6

My Thoughts and Feelings, Fears, Strengths and Weaknesses as I Began Candidate Teaching

Anxious Adaptable

Classroom management experience

Nervous

Planning a unit

7

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?

8

WHERE DO I START?

9

 Student Interest and Background

“My Life on a Time Line”

10

PRE-ASSESSMENTSGraphing

11

Lesson Plans

12

L.B.J. Lesson Plan

What character traits did L.B.J. have?What adjectives can I use to describe him?

Magnets Lesson Plan

How do they work?What do they attract?

Graphing Lesson Plan

How do I read, interpret, and create graphs?

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?

13

HOW DO I RELATE CONTENT?

Appropriate Literature

14

Use Manipulative Examples

INCORPORATING TECHNOLOGY

15

Accommodate Student Needs

Student’s Leading the Way!

L.B.J.

16

Small Group for ESOLBuddy Reading

Independent Reading

Grouping permitted equal access to content

Grouped Heterogeneously for LBJ Poster

JIGSAW IT!

17

Using Readiness Level and Bloom’s

Field Trip to the Zoo!

18

Heat and Energy

Carousel Reading

19

LET STUDENTS DECIDE

20

RECYCLE GIRL!

ENOUGH TALK: LET’S BE SCIENTISTS

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

Assessment Data

23

Assessment Data: Lesson’s Learned

“I should have aligned the pre-assessment… Unfortunately, the content based pre-assessment gave me no information - other than the fact that students had never heard of Lyndon B. Johnson.”

24

“This part of the lesson lacked an appropriation for time during the newspaper reading.”

“I will include more “out of text” questions for students to practice their skills of critical thinking in reading comprehension for future lessons.”

“Needless to say, tomorrow I will start out with the manipulatives as I should have today.”

Assessment Data

25

SkittlesImpact

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? 26

PHILOSOPHY: THEORY INTO PRACTICE

27

“Daunting task to differentiate off the cuff”

“Impact student learning”

OLD NEW

Professional Development

28

Professional Associations

In-Services andTraining

Parent / TeacherConferences

Other SchoolEvents

• Student Professional Association of Georgia Educators

• Alpha Chi National Honor Society

• Kappa Delta Pi International Honor Society

•Emergency Preparedness Seminar, January 14•January 23, RTI Training•4 Faculty Meetings•February 12, GCRCT Parent Information Night•February 26, Quia Training

•3 Parent/Teacher Conferences•Formal yearly IEP meeting March 4 with school staff – additional student assistance•Notes/Emails to parents regarding education and behavior

•Assisted PE Teacher with Jump Rope for Heart Day, February 15 •Read Across America Day, March 4•March 8, Tellus Museum Field Trip•Cultural Arts Day, April 26

Continuing Plan to Develop as a Professional Educator: Training

29

• Gifted Endorsement• Teach 21 Certification• High School History

Certification• Promethean/Smart-

Board Training• Sensory Education

Training

Continuing Plan to Develop as a Professional Educator: Goals•Use Kahn Academy•Enact Literature Circles•Art Integration•Teach Students How To Learn•Start an Outdoor School

30

Farewell

31