tGardner

TEACHERS OPEN UP NEW WORLDS: 

TEACHERS OPEN UP NEW WORLDS Timothy D. Gardner Spring 2004 Fayetteville State University

Table of Contents: 

Table of Contents Introduction Section 1: Resume Section 2: Lesson Plans Section 3: Computer Generated Materials Section 4: Diverse Experiences Section 5: Teaching Strategies Section 6: Advanced Technology Assessments Conclusion Just Having Fun

Introduction : 

Introduction I retired from the United States Army in February 2003. Although I have a Degree in Business, I made the decision to become an elementary school teacher because of my love for learning and sharing knowledge. I chose elementary because I believe that these are the years when children are developing their foundation for learning. I want to be the teacher that my students look back on and say, “That year was fun, exciting, and I really learned a lot.” I hope to provide the positive role model that many of our young students do not have. It may sound cliché but I want to make a DIFFERENCE! Table of contents

Introduction: 

Introduction I had the pleasure of doing my internship at Vanstory Elementary School. I worked with Mrs. Cheryl Collazo’s fifth grade class of 24 students. I was fortunate to have the opportunity to work with Mrs. Collazo who is a National Board Certified teacher with 26 years of experience. Mrs. Collazo also has a Master Degree in Elementary Education. I also was lucky enough to get to work with Ms. Angela Newble who has been teaching for 10 years and was the Teacher of the Year at Vanstory last year. Ms. Newble and Mrs. Collazo team teach with Ms. Newble teaching Language Arts, Reading, and Social Studies. Mrs Collazo teaches Mathematics and Science. Both of these ladies made my internship a great experience and I will never forget them. Table of contents

Section 1: Resume: 

Section 1: Resume Objective: position as an elementary school teacher which will allow me to introduce new worlds to my students Table of contents

Work Experience: 

Work Experience Teacher Assistant; Ed V. Baldwin Elementary, Feb. 2003 – Dec. 2003 United States Army, Sep. 1982 – Feb. 2003 Table of contents

Education: 

Education North Carolina K-6 Teacher License - 2004 Bachelor of Science in Management – 2002; Fayetteville State University Associate of Arts in Business Administration – 1989; Methodist College Table of contents

References: 

References Dr. Tim Farley; Assistant Superintendent; Hoke County Schools, Raeford, North Carolina 28376; 910-875-4106 Mr. Julian Norris; Principle; Ed V. Baldwin Elementary School, Legion Road Hope Mills, North Carolina 28348; 910-424-0145 Mrs. Debbie Britt; Teacher; Ed V. Baldwin Elementary School, Legion Road Hope Mills, North Carolina 28348; 910-424-0145 Table of contents

Philosophy of Teaching: 

Philosophy of Teaching Every child has the capability to learn. Our mission as educators is to unlock the doors to this learning. There is so much for our children to learn. I think that teachers must make the teaching/learning process fun and exciting for the students. I will try to instill a love of learning that will not be confined to a text book or the classroom. I want my students to look at the world as a giant tool which they can learn from. I believe that given the right environment, all children will enjoy school. I want to provide that environment! Table of contents

Section 2: Lesson Plans: 

Section 2: Lesson Plans INTASC STANDARDS LESSON PLAN ONE-math LESSON PLAN TWO-read LESSON PLAN THREE-la LESSON PLAN FOUR-sci LESSON PLAN FIVE-ss Table of contents

INTASC STANDARDS: 

INTASC STANDARDS Principle #1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. Principle #2: The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social and personal development. Principle #3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. Principle #4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills. Principle #5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self- motivation. Table of contents

(INTASC Standards continued): 

(INTASC Standards continued) Principle #6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. Principle #7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. Principle #8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. Principle #9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. Principle #10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being. Table of contents

 Lesson Plan One – Grade 5Mathematics : 

Lesson Plan One – Grade 5 Mathematics This lesson relates to INTASC Principle #5 which states that the teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self- motivation. CCS 2 Objective: Identify and demonstrate specific relationships of units within the same measurement system (converting). Lesson Plans

Lesson Plan One – Grade 5: 

Lesson Plan One – Grade 5 Learning Objective: TLW: 1) add, subtract, and convert units of time with minutes and hours 2) measure items to the nearest 1/16, 1/8, ¼, ½ and convert customary units of length 3) measure capacity using standard units of customary measurement of gallons, quarts, pints, cups, and fluid ounces 4) Estimate weight in customary units 5) Choose the most reasonable customary units of weight 6) Weigh everyday objects in customary units of weight 7) Change and compute with customary units of weight Lesson Plans

Lesson Plan One (continued): 

Lesson Plan One (continued) Focus and Review: The teacher will remind the class that they will have a test on measurement tomorrow. The teacher will let the students know that measurement is a topic that will be covered on the End of Grade Test and that they need to fill comfortable with the conversion of the customary measures. Lesson Plans

Lesson Plan One (continued): 

Lesson Plan One (continued) Teacher Input: The teacher will quickly go over the topics which will be covered on the test (time, length, capacity and weight). The teacher will explain that today’s review will be done in teams of 3 or 4 students each. There will be 4 teams. There will be 4 stations; station #1 will have “Time” problems, station #2 will have “Length” problems, station #3 will have “Capacity” problems, and station #4 will have “Weight” problems. Each student will work independently on the problems. Each student will make an answer sheet folded into thirds. The front of the sheet will be labeled stations 1, 2, and 3. The back will be labeled station 4, calculations, and study problems. The teams will be given 5 minutes at each station. After each team has been to each station, the teacher will go over the correct answers to the problems. Each student will check their own paper. After the teacher is finished giving correct answers, the students will go back to the stations and write down any problems they have missed. Lesson Plans

Lesson Plan One (continued): 

Lesson Plan One (continued) Guided Practice: The students will rotate in the manner described by the teacher. The teacher will roam between stations and teams assisting students as needed. The teacher will ensure the students understand how to complete the problems. Independent Practice: The students will study and rework the problems they did not get correct or which were difficult for them. Lesson Plans

Lesson Plan One (continued): 

Lesson Plan One (continued) Closure: The teacher will emphasize to the students that they need to understand these types of measurement problems. Lesson Plans

Lesson Plan One Analysis: 

Lesson Plan One Analysis This lesson plan was a review of a Mathematic unit I did on measurement. We conducted this unit over a five day period and this lesson was given the day before the unit test. I thought this lesson went very well. I was looking for a way to review the material that had been covered and at the same time I wanted to keep the students engaged. The students enjoyed working in teams and getting a chance to move around. Lesson Plans

Lesson Plan Two – Grade 5Reading: 

Lesson Plan Two – Grade 5 Reading This lesson relates to INTASC Principle #4 which states that the teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills. SCOS Objective: 2.01-Use metcacognitive strategies independently and flexibly to monitor comprehension and extend vocabulary (e.g., skim, scan, reread the text, consult other sources, ask for help, summarizes, paraphrase, question). 2.02-Interact with the text before during, and after reading, listening, and viewing by: making predictions, formulating questions, supporting answers from textual information, previous experience, and/or other sources, drawing on personal, literary, and cultural understanding, and seeking additional information. Lesson Plans

 Lesson Plan Two (continued) : 

Lesson Plan Two (continued) Learning Objective: TLW compare and contrast At-mun’s vs. Amos’ characteristic traits using a Venn Diagram. Focus and Review: The teacher will hand back the summaries of chapter 2 and discuss the contents of the summaries. The teacher will give an example of the contents that he would have included in a summary of the chapter. Lesson Plans

Lesson Plan Two (continued): 

Lesson Plan Two (continued) Teacher Input: The teacher will introduce the vocabulary words for chapter 3. The teacher will also introduce Venn Diagrams to the class and tell them that they will be doing a Venn Diagram comparing and contrasting At-mun vs. Amos characteristic traits at the end of the chapter. The teacher will ask the class to reflect on how the setting of the story has changed from chapter 1 to the end of chapter 2. Lesson Plans

Lesson Plan Two (continued): 

Lesson Plan Two (continued) Guided Practice: The students will read chapter 3 as whole class reading. The teacher will monitor the reading, checking comprehension periodically by asking questions pertaining to the reading. The teacher will ensure that all students are engaged by having each student read a paragraph. Lesson Plans

Lesson Plan Two (continued): 

Lesson Plan Two (continued) Independent Practice: The students will construct a Venn Diagram comparing and contrasting At-mun vs. Amos. The students will take a vocabulary quiz. Closure: The teacher will ask the students for feedback on the book up to this point. Lesson Plans

Lesson Plan Two Analysis: 

Lesson Plan Two Analysis This lesson was one of ten lessons which my class did while we read the novel “Amos Fortune” by Elizabeth Yates. We read the novel using many different reading strategies such as: Buddy reading, read aloud, whole class reading, and silent reading. The novel took us four weeks to complete and it was very challenging to keep the students interested. I had to mix up the assignments for the novel. The students were required to keep a reading folder with all the assignments from the novel in it, the folder was graded at the end of the reading. The students took a comprehensive test on the novel and an Accelerated Reader test on the novel. When we were finally finished reading and testing on the novel, I think it was worth it. The students all did well on their notebooks and tests. Lesson Plans

Lesson Plan Two Analysis: 

Lesson Plan Two Analysis

Lesson Plan Three – Grade 5Language Arts: 

Lesson Plan Three – Grade 5 Language Arts This lesson relates to INTASC Principle #1 which states that the teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. SCOS Objective: 5.01Consistently use correct capitalization (e.g., names of magazines, newspapers, and organizations) and punctuation (e.g., colon to introduce a list, commas used in compound sentences). 5.07 Edit final product for grammar, language conventions, and format. Lesson Plans

Lesson Plan Three (continued): 

Lesson Plan Three (continued) Learning Objective: TLW demonstrate knowledge of proper spelling, capitalization, punctuation, and grammar usage. Focus and Review: The teacher will ask the students if they have ever tried to read something that was not written using correct spelling, capitalization, punctuation, and grammar; was it easy to read. The teacher will explain that this week’s theme is GEYSERS AND HOT SPRINGS. Lesson Plans

Lesson Plan Three (continued): 

Lesson Plan Three (continued) Teacher Input: The teacher will tell the students some facts about geysers and hot springs. The teacher will then explain that using proper spelling, capitalization, punctuation, and grammar usage are important and helps to give meaning to what is written (e.g., an exclamation point shows that the sentence has expresses strong feeling). The teacher will review: Capitalization: proper nouns – people and animals, places, months, titles of people, family relations, and regions; the pronoun I and first words in sentences Punctuation: periods in abbreviated titles, end marks with declaratives, commas in addresses, for items in a series, and with quotations; quotation marks with direct quotations. Grammar and Usage: pronouns case of direct objects, plurals – regular plurals; run-on sentences; agreement of subjects and verbs with subjects in unusual positions; verb tense – irregular past tense; comparison – comparative degree; articles a vs. an; commonly confused words to, too, two; adjectives them vs. those. Lesson Plans

Lesson Plan Three (continued): 

Lesson Plan Three (continued) Guided Practice: The teacher will question the students about the mistakes in the two proofreading sentences in Independent Practice. The class will then go over the corrections orally. Independent Practice: The teacher will write two sentences which have several spelling, capitalization, punctuation, and grammar mistakes on the overhead. The students will copy the sentences, making the appropriate corrections in their DOL journal. Closure: The teacher will ask the students, “Which sentences were easier to read, the sentences with mistakes or the corrected sentences?” Lesson Plans

Lesson Plan Three Analysis: 

Lesson Plan Three Analysis Language Arts was one of the first subjects I started teaching. My Cooperating Teacher used a Daily Oral Language (DOL) format from a DOL book. She liked this format and asked me to keep the students on the same routine. At first I was not happy about using this same type of lesson every week but as the weeks went on I realized that this DOL book covered a lot of different Language Arts type of lessons such as: proper spelling, capitalization, punctuation, and grammar usage. These lessons were very informative and the students enjoyed them (which is half the battle of teaching). I plan to try this same type of lesson in my own classroom. Lesson Plans

Lesson Plan Four – Grade 5Science: 

Lesson Plan Four – Grade 5 Science This lesson relates to INTASC Principle #3 which states that the teacher understands the teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. Learning Objective: TLW: 1) evaluate the differences in the characteristics of things 2) classify objects according to their characteristics 3) observe how the right conditions can prompt an object to exhibit the characteristics of living things Lesson Plans

Lesson Plan Four (continued): 

Lesson Plan Four (continued) Focus and Review: The teacher will introduce the concept of Science Court to the class. The teacher will explain that the students will be determining of things are alive, dead, or not living. The teacher will explain that this will be a group/team project and that it is important that the team work together to answer the questions. Lesson Plans

Lesson Plan Four (continued): 

Lesson Plan Four (continued) Teacher Input: The teacher will divide the class into groups of four (five if necessary). The teacher will give each team a packet of information sheets for Part 1 ensuring that each student on the team has a different sheet marked A, B, C, or D. If there are five students on a team, the extra member will record on the information on the hands on sheet. The teacher will then assign each team a number. The teacher will then start the CD-ROM. Lesson Plans

Lesson Plan Four (continued): 

Lesson Plan Four (continued) Guided Practice: The teacher will guide the students through the questions and answers on the video. After the students have answered at least four of six questions correctly, they may predict what will happen next in the trail. The students will first hear the closing arguments by the lawyers, then the teams will conference and predict the verdict. Independent Practice: The students will complete the Hands-on Activity. Closure: The teacher will get feedback form the students about how to classify objects according to their characteristics. Lesson Plans

Lesson Plan Four Analysis: 

Lesson Plan Four Analysis This lesson was fun for both me and the students. I have never seen the Science Court program. I think it provided a good change of pace from the normal Science Textbook lesson in elementary school. I was lucky enough to be in a school which had money to spend. This allowed me to expand on this lesson by creating a Mantis Nursery. We ordered some two Chinese Mantis Cocoons. The cocoons hatched and we had hundreds of mantis. Each student got their own mantis and is raising it. We feed them fruit flies which has expanded the lesson even more because we are cultivating the fruit flies in the classroom. This has been a great lesson. The students have really enjoyed the “hands on” science. Lesson Plans

Lesson Plan Five – Grade 5Social Studies : 

Lesson Plan Five – Grade 5 Social Studies This lesson relates to INTASC Principle #7 which states that the teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. SCOS Objective: Social Studies: 3.01-Locate and describe people of diverse ethnic and religious cultures, past and present, in the United States. 3.02-Examine how changes in the movement of people, goods, and ideas have affected ways of living in the United States. 4.01-Define the role of an historian and explain the importance of studying history. 4.05-Describe the impact of wars and conflicts on the United States citizens, including but not limited to, the Civil War, World War I, World War II, the Korean War, the Vietnam War, Persian Golf War, and the twenty-first century war on terrorism. Lesson Plans

Lesson Plan Five (continued): 

Lesson Plan Five (continued) SCOS Objective: Reading: 4.01-Read aloud grade appropriate text with fluency, comprehension, expression, and personal style demonstrating an awareness of volume, pace, audience, and purpose. 4.02-Use oral and written language to: * formulate hypotheses * evaluate information and ideas * present and support arguments Lesson Plans

Lesson Plan Five (continued): 

Lesson Plan Five (continued) Learning Objective: TLW: 1) describe the purpose and location of Spanish settlements in New Mexico 2) analyze the conflict between the Pueblo and the Spanish 3) explain the reasons for Spain’s decision to expand its settlements to Texas and California 4) analyze the sequence of events in the lesson Focus and Review: The teacher activate prior knowledge by reminding the students that in chapter 4 they learned why Spanish explorers first came to the Americas. Lesson Plans

Lesson Plan Five (continued): 

Lesson Plan Five (continued) Teacher Input: The teacher will have the students brainstorm ideas to create a list of reasons for the Spanish to have settled in lands north of Mexico in the 1500s and 1600s. Guided Practice: The class will read lesson 1 as whole class reading. The teacher will have the students set up a graphic organizer to follow and predict the sequence of important events. The teacher will lead the class through the Extend Diagram Skills (TM page 236) and Extend Map Skills (TM page 238). Lesson Plans

Lesson Plan Five (continued): 

Lesson Plan Five (continued) Independent Practice: The students will answer the 5 Review and Assess questions on page 239. Closure: The teacher will explain that this chapter will give details on how and why settlers moved across America. Lesson Plans

Lesson Plan Five Analysis: 

Lesson Plan Five Analysis Social Studies was the most difficult subject for me to teach. All of my lessons have come out of the text book. I have tried to expand on the text book and use different strategies like graphic organizers but the lessons still seem to routine. I talked to my cooperating teacher about the lessons and she said that unfortunately there are not many ways to make this part of the text book interesting. The class will be going into the United States Government after I leave. I wish I could have been around for these lessons. I developed a good Unit Plan on The Three Branches of Government during my Social Studies methods class. Lesson Plans

Section 3: Computer Generated Materials: 

Section 3: Computer Generated Materials Mathematics – Computer Worksheets Reading – Accelerated Reader Language Art – Puzzle Maker.com Social Studies – Puzzle Maker.com Science – Research using the internet Table of contents

Computer Generated MaterialsComputer Worksheets: 

Computer Generated Materials Computer Worksheets One of my first lessons in mathematics was Long Division. I used worksheet which I created using the computer to teach and reinforce this lesson. These computer generated worksheets were a great time saver and allowed me to get away from just using the text book.

Computer Generated MaterialsAccelerated Reader: 

Computer Generated Materials Accelerated Reader My class regularly used the Accelerated Reader (AR) Program. I administered the Star Reading Test on the computer to get a reading level for each student. I then used a formula from the AR program to set an AR reading goal for each student. Section 3

Computer Generated MaterialsLanguage Arts and Social Studies: 

Computer Generated Materials Language Arts and Social Studies I used Puzzle Maker.com a lot with Language Arts and Social Studies. I tried to come up with different ways for the students to study their spelling words and to learn their vocabulary words. I started making Word Search and Cross Word puzzles using Puzzle Maker.com. This program was free and was very helpful. All I had to do is list the words for the Word Search and set some perimeters, the program would create the puzzle. Creating a Cross Word Puzzle was just as easy, all I had to do is provide the word, the definitions and set the perimeters and again the program created the puzzle. The students liked these puzzles and they were easy to create. Section 3

Computer Generated Materials Language Arts Word Search: 

Computer Generated Materials Language Arts Word Search

Computer Generated MaterialsScience: 

Computer Generated Materials Science I used a digital camera to take pictures (with parental consent) of my students doing “hands on” experiments and activities during science. I printed the pictures and hung them outside the room so other students and teachers could see the exciting things we were doing. Section 3

Section 4: Diverse Experiences: 

Section 4: Diverse Experiences A Language Other Than English Exceptional Child Case Study Working With Diverse Cultures Table of contents

Language other than English: 

Language other than English There is only one student in my class that spoke English as a second language. She speaks fluent English but Spanish is the primary language spoken in her home. This student does not do well in school and will probably be retained in the fifth grade. I have talked with Mrs. Collazo (my cooperative teacher) about this student. Mrs. Collazo does not believe that language is a barrier in the student’s achievement. Mrs. Collazo believes her achievement is more related to her culture at home. The student’s family does not put much emphasize on education. The student missed school during the month of December and did not return to school until mid January. Her parents did not have her do any of the work that Mrs. Collazo had prepared fro her while she was absent.

Language other than Englishcontinued: 

Language other than English continued Mrs. Collazo has tried to schedule a conference with the student’s parents but can never get them to come in. I am not sure if the counselor or anyone has ever visited the home. The student receives special tutoring in reading and mathematics. She is reading at a third grade level. I am not sure if she has ever been tested for an Individualized Education Plan (IEP). I feel bad for this student because she is a very polite and caring student. She never causes any problems in class. I am afraid that she may be one of those students who gets pushed through the system because she is not a problem and her parents do not seem interested in her education. Section 4

Exceptional Children Case Study: 

Exceptional Children Case Study There is one student in my class with an Individualized Educational Plan (IEP). This young lady is reading at a first grade level. Her IEP allows her to receive testing modifications. The test is read to her and she is allowed extended time. She receives tutoring from parent volunteers and remediation in the computer lab. Mrs. Collazo and Ms. Newble both make adjustments to the amount and type pf assignments she is required to complete. This student rarely turns in homework and never participates in class. The EC teacher pulls her out for an hour a day, three days a week. I have not really had a chance to work with this student because she is pulled out by the EC teacher, a reading tutor, a math tutor, and goes to the computer lab for remediation. Section 4

Working With Diverse Cultures: 

Working With Diverse Cultures Vanstory Hills Elementary School is not very diverse. My class of 24 is made up 19 Caucasian students, 3 Black students, and 2 Hispanic students. The biggest diversity is in social-economic culture. Vanstory is made up of students from the Vanstory neighborhood and students bused in from Boonie Doone. Six students in the class are bused in from the Boonie Doone area. One of these student’s mother is in prison for a gang related murder. This student was very standoffish when I first started working with the class. I had to use many different techniques to get her to respond to me. I tried everything form ignoring certain behavior to tough love. In the end, she started to communicate with me and even SMILED with me at times. I think she just needs to know that someone cares. Section 4

Working With Diverse Cultures (continued): 

Working With Diverse Cultures (continued) The biggest difference between the Vanstory neighborhood kids and the Boonie Doone kids is the amount of resources they have available at home. None of the Boonie Doone kids have a computer at home but that does not stop their desire to learn. I was pleasantly surprised to see two of my students in the main library downtown one Saturday afternoon doing research for a project we were doing at school. I have worked with people from many different backgrounds in the military but seeing these two groups from very different backgrounds work together made very proud. We can learn a lot from watching children! Section 4

Section 5: Teaching Strategies: 

Section 5: Teaching Strategies Cooperative Learning Sequence Maps Venn Diagrams Think-Pair-Share Concept Mapping Summarizing Table of contents

Cooperative Learning: 

Cooperative Learning I used cooperative learning or group work often in my class. The students’ desks were arranged in groups of four when I arrived. The groups were rotated every month so the students got used to working with different people. The students enjoyed working in groups, and they handled it very well. I used Cooperative Learning in its true form mostly during science. I would assign specific jobs, such as Mantis feeder, group observation recorder, photographer, and fruit fly recorder during our Mantis Nursery. I rotated the jobs weekly. Each group was responsible for maintaining a lab book during our Mantis Nursery. I would sometimes let the groups work on assignments in their groups. It was amazing to see the students sharing ideas and learning from each other. Section 5

Sequence Maps: 

Sequence Maps I used Sequence Maps in reading and mathematics. My class read the novel “Amos Fortune”. The novel was about the life of a man named Amos. The novel had ten chapters which covered a time period of his life. The sequence map provided an excellent tool for the students to organize the events of Amos’ life. We kept a running sequence map which we updated after each chapter and I also had the students do their own sequence map to summarize chapters 4 and 5. The students seemed to like this strategy much better than summarizing the chapter in paragraph form. I also used a sequence map to show the students the steps to long division. I was pleasantly surprised how easy this strategy was to use in mathematics. I had thought of sequence mapping as only a reading strategy until I read in the CRISS workshop book that it could be used for mathematics. Section 5

Venn Diagrams: 

Venn Diagrams I used Venn Diagrams with the novel “Amos Fortune”. We did a compare and contrast on now the Amos’ life changed throughout the book. We also used a Venn Diagram to compare and contrast the two men who owned Amos when he was a slave. The students had used Venn Diagrams before and seemed well adjusted to using them and their purpose. Section 5

Think-Pair-Share: 

Think-Pair-Share I used the Think-Pair-Share strategy in every subject at one point or another. I used it as a pre-reading activity, as a problem-solving strategy, and as a follow up activity. As I have already stated, my students worked really well together and in groups. I would sometimes break them into groups of two or sometimes I would let the whole group of four participate in the activity. I think this strategy worked so well with my students because they were a very talkative bunch. Every now and then the strategy would turn into a classroom Think-Pair-Share discussion. Seeing the students using this effectively reinforced that the elementary classroom does not have to be twenty desks in rows with no talking any more. This strategy is another method for the teacher to expand the learning process. Section 5

Concept Mapping: 

Concept Mapping I only used a concept map once during my internship but it was very effective. I used it to develop the concept of Changes in Ecosystems in science. We were able to develop branches of Natural Changes, Human Damage Changes, Preserving, and Restoring Ecosystems. These branches went along with the four lessons covered in the chapter. The students liked trying to expand on their branches. This strategy was integrated into the Think-Pair-Share strategy as we developed the concept map. Again, I think this is a fine strategy that breaks up the routine of the text book and the classroom. This strategy is challenging and fun for the students and the teacher. Section 5

Summarizing: 

Summarizing I tried to teach my students the art of summarizing. I used summarizing strategies for two of the ten chapter in the “Amos Fortune” novel and for notes in their Social Studies foldable. The students had a hard time summarizing. They would either write too much or they would miss the main point in their summaries. I referred to the CRISS workshop book for strategies to help them. I tried the strategies mentioned in book. I had the students underline the main point and important information and then paraphrase it in their own words. I introduced the One-Sentence Summary to the class. This strategy had mixed results but at least the students have been exposed to it and hopefully they will get more practice next year in middle school. Section 5

Section 6:Advanced Technology Assessments: 

Section 6:Advanced Technology Assessments Competencies Assessment Evidence of Technology used in the classroom Samples of technology in the classroom Table of contents

Advanced Technology Assessment: 

Advanced Technology Assessment After assessing myself using the Advanced Technology Competencies for Educators I realize I have a lot of work ahead of me. Before taking the assessment I thought I was up to date with the use of technology in the classroom. I am familiar with now computers are and can be used to assist instruction but there is a lot more I did not know. One competency that I plan to use more is 10.2 and 12.6. All the classes I have observed in have televisions that are hooked up to cable TV. I watch a lot of Discovery and History channels programs at home. These two channels offer a lot of educational programs which would compliment the right lesson. I will try to integrate this into my class. Most students like to watch TV and it will be a benefit that they are learning at the same time. Section 6

Advanced Technology Assessment continued: 

Advanced Technology Assessment continued I think competency 12.1 is very important. With all the different medias available today, a teacher would be crazy not to integrate them into the classroom. Students are so accustomed to these medias that using them in the classroom would create an appealing learning environment for the students. Technology is one of many tools available to educators and will play a very important part of our student’s lives in the future. I plan to incorporate technology into my classroom as much as possible. This assessment made me realize how broad this area is and how much work I have to do. Section 6

Evidence of Technology used in the classroom: 

Evidence of Technology used in the classroom I had the opportunity to use and witness a lot of technology being used at Vanstory Hills Elementary School. I used computer assisted educational programs such as: Accelerated Reader, Accelerated Math, and EduTest. I used a digital camera and the overhead projector regularly. I taught my students to use Microsoft Word and Power Point. I also taught a mini lesson on using the internet to do research and ensuring internet sources are accurate. My biggest achievement was connecting and using the computer and projector during my Science Court lesson. Section 6

Evidence of Technology used in the classroom continued: 

Evidence of Technology used in the classroom continued Vanstory Hills Elementary School uses technology in a very unique way that I have never saw. Every morning they broadcast the morning announcements over the classroom televisions using a VCR and Camcorder. They call this broadcast VHN (Vanstory Hills Network). They do it in a news format with the students as the news people. Students run the camcorder and make up the cue cards. The students loves it and it brings a whole new life to the morning announcements. Section 6

Samples of Technology  in the classroom: 

Samples of Technology in the classroom This picture of a bulletin board in my classroom shows how I used technology in class. The bulletin board shows the students who have made their Accelerated Reader (a computer assisted reading program) goal. The student’s pictures were taken with a digital camera, printed from a computer/printer, and laminated. Section 6

In Conclusion: 

In Conclusion My internship at Vanstory Hills Elementary School has been a wonderful Experience. Mrs. Collazo, Ms. Newble and the students in my classroom have taught me more than I could ever learn from a text book. I will remember this experience for the rest of my life. The best thing about my internship is that I had fun! I hope I touched my students’ hearts as much as they have touched mine! Table of contents

Just Having Fun Table of contents: 

Just Having Fun Table of contents

Just Having Fun Table of contents : 

Just Having Fun Table of contents

Just Having Fun Table of contents: 

Just Having Fun Table of contents

Just Having Fun Table of contents: 

Just Having Fun Table of contents

Just Having Fun Table of contents: 

Just Having Fun Table of contents