1. Jodi Alder Teaching Portfolio Mesquite High School
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Teaching Portfolio
Mesquite High School
August Present

2. Letters of Recommendation
Jodi Alder
Biography
I have been teaching for the past 7 years. I have had the opportunity to teach many different types of sciences in my educational career, which include but are not limited to, Biology, Chemistry, and Anatomy and Physiology.
Teaching is my passion. I love to be with the students and see them learn. I enjoy being with the students and thrive off of their energy. My favorite day of the year is the day we review for the final. It is a great experience to see the students repeating information that they did not know before they came into my class.
Vitae/Resume
Teaching Philosophy
Classroom Management
Teacher Materials
Student Artifacts
Reflections
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Teaching Video
Letters of Recommendation
Closing Thoughts
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3. Jodi Alder A Look At: Table of Contents
I am an Arizona native, I graduated from Pima High School in 1993 and went to Eastern Arizona College. I graduated from there in I had the opportunity to serve a mission for my church in England. This was a great learning experience for me and those experiences have helped mold who I am today.
In the fall of 1998 my life’s journey took me to Northern Arizona University. Here I continued my education and left there with Bachelors of Science in Education, Biology, with a Minor in Chemistry. I did my student teaching at Mesquite High School in the Fall of 2001, they hired me in the Fall of I have been teaching Science there ever since. I love being a part of the Mesquite High School Family. I coached Track my first 3 years there and Softball for the past 4 years.
I love to be involved in life, I enjoy traveling, playing softball, reading,
going to movies and spending time with my family and friends.
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4. Vitae/Résumé Continued on Next Slide... Table of Contents EDUCATION
Bachelor of Science in Education, December 2001
Major: Biology. Minor: Chemistry
Northern Arizona University. Flagstaff AZ
Associates of Arts, Liberal Studies May 1995
Eastern Arizona College. Thatcher AZ
WORK EXPERIENCE
Science Teacher, Gilbert Unified School District /02 – present
Created and implemented lesson plans, directed student activities and utilized professional
experiences to enhance classroom experiences
Demonstrated flexibility and adaptability by teaching several different science subjects
over the course of the year
Developed a great rapport with peers and with students.
Student Teacher, Science Department, Mesquite High School /01 – 12/01
Plan and facilitate lessons 5 days a week for the learning of concepts in Lab Biology to
82 students
Assist 53 students with lessons and activities 5 days a week dealing with Ecology education
Math Tutor, America Counts, Flagstaff Middle School 1/01 – 07/01
Assist 60 students to help them develop and improve their math skills
Work individually with students as well as in small groups of three to four students
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5. Vitae/Résumé - continued
Recreation Specialist, Flagstaff Middle School Teen Center /00 – 06/01
Plan, organize and implement two to three different athletic activities each week
Take 52 students on field trips to participate in ice skating, bowling, etc. Part of a team
of four adults that are responsible for transportation, supervision, and student interaction
Maintenance, Northern Arizona University /99 – 12/00
One of a team of five responsible for maintaining 704 units, housing 1200 students
On call and respond to maintenance problems within 30 minutes
Identified problem, determined solution and solved the problem
ADDITIONAL SKILLS AND EXPERIENCE
Athletic coach of Softball and Track /02 – Present
Currently the Girls Varsity Softball Assistant Coach
Coached JV Softball for 3 years
Coached Varsity Track for 3 years.
Volunteer representative, Church of Jesus Christ of Latter-day Saints /95 – 09/96
Leeds, England – developed good people skills, time management, public speaking and leadership
COMPUTER SKILLS AND PERSONAL INTERESTS
Microsoft Office, Windows Movie Maker, PowerPoint, public speaking, individual and team sports, reading,
listening to music, outdoor activities, travel, family activities
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6. Continued on Next Slide...
Teaching Philosophy
A teacher is a person that has a great impact on the lives of students. A teacher sets the foundation for a young mind. I accept that challenge on a daily basis.
I have had great teachers throughout my educational career, in the classroom as well as in life. There are many people that I come in contact with daily, that teach me something that I can apply to my life. All of these educators help me to be the person that I am. I am greatly indebted to them. Having these examples in my life has been really good. I would like to be the kind of teacher to my students as these teachers were to me. I am able to share my talents with others and help these great legends, in my life, live on.
As a teacher, I have the opportunity to influence the lives of children for the good. I am able to implement the things that I have learned as a student into my life as a teacher. I feel that the student in me will live on forever, but I will be able to also have the teacher in me show. Teachers can change the world and I am a part of that change.
Teaching is a field where a person is responsible for influencing the lives of students. They do this by helping them learn. There are many different ways for students to learn and each student learns differently. A teacher needs to use many different teaching tactics to aid this learning process.
In my classroom, goals are an important part of my students’ education. There must be goals that we are striving for. If there are no goals there is no progress in the learning process. As a teacher, I have goals set out for each of my classes as well as each student individually. I also have them set personal achievement goals so that there is direction in the learning process. We work each day in the classroom as well as out of the classroom to accomplish these goals.
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7. Teaching Philosophy - Continued.
Some of the goals that I set describe what the students will know when they leave the classroom, I also have a goal to help my students gain more confidence in themselves and to leave my classroom with a feeling of success. These are two important characteristics that are necessary for a student to have in order to have the learning process take place at a quicker rate. When they have confidence in themselves, they will know that they can reach goals that they personally set as well as goals and expectations that I have set for them as their teacher. As a teacher, these are areas that I feel that I can influence in a students life.
As I am instructing my students, I will challenge them. I will give them information that will be new to them and I will expect great things from each of them. I will push them to their limits. I know that my students will rise to my level of expectation. I know that if I expect them to stretch, they will. If I expect them to be only mediocre, that is what I am going to get. I will use teaching tactics to gain the full potential of my students. I will want them to enjoy learning and to leave my classroom feeling that their time was well spent.
There are a lot of areas that influence the motivation of students and it is necessary for me as a teacher to understand how each of my students are motivated and what it is I need to do to motivate them. It is important to have the students motivated to learn. When they are motivated, they will be asking questions and participating in the lecture. This is when the focused learning takes place.
This is the most important goal that I will have as a teacher. To have my students leave my classroom with more knowledge then they entered with.
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8. Classroom Management:
My classroom will have a positive learning environment. In order to have this environment, my students need to feel safe and they need have a routine that they follow each day. My classroom will be a place where my students will feel safe. This will be a place where they will be able to come to learn and will not be made fun of or be picked on by others, because that will not be tolerated.
The students also need a strict routine that they will follow. Upon entering my classroom, my students will sit down with all of their necessary materials when the bell rings and work on the daily warm-up assignment. They will have five minutes to complete this task. Then I will begin the day’s lecture. While I am lecturing, the students will be required to take notes because the information that is presented will be vital to their success in the classroom.
Some of the other things that the students need to be aware of is that they must be respectful of all individuals and property in the classroom, they must be on task at all times (If they are finished with the assignment, they will be required to get a science magazine from the cupboard and read it.) They must also keep their work area or the instructional area whole, clean and orderly and the teacher must give a student permission to leave their instructional area.
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9. Classroom Management - Continued:
In my classroom, I will have my students do group work and individual work. I will have them work together on their labs that will be assigned each week. I will also have interactive assignments randomly throughout the week that they will be required to work on together. I feel that when students work in groups they are able to learn better from each other then they would learn from me lecturing to them. There will also be homework assigned that they will complete individually. I would like my students to be attentive and participate in the classroom discussion. My lessons will be interactive and the students will be involved in the teaching process.
I will give my students the opportunity to participate in constructing the rules of the classroom. They will help decide the consequences that will occur when a student breaks the rules. I will be the one that will implement and enforce the rules and apply the consequences. If the actions of the students are too severe, I will then have to involve the administrators.
If a student is tardy, they will be given one warning. If they are tardy again I will have to enforce the consequences that we as a class set up at the beginning of the year. I will allow students to hand in late work with a 20% penalty for each day that it is late and I will only accept it two days late. If a student is gone from school, they will have as many days to make it up, as they were gone. I will start to implement the late work penalty after that.
I know that my classroom management plan will constantly be adapted to the different teaching situations that I come in contact with; it will be an evolving process. I will use this plan as my base and build from there.
Type in or import an essay on your classroom management ideas and experiences. You might want to include photos of you working with students. Do not use students’ real names.
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10. Examples of Teacher Created Materials
Skeletal System
Webquest
The Not So Healthy
Human Heart
Anatomical
Terminology
On the next four slides, insert artifacts from instructional materials you have created or adapted. Align them by the standards addressed. These might include worksheets, PowerPoint presentations or other publications. You can link to other PowerPoint files, but it is simplest to insert screen shots from the other presentation (use the Print Screen key and Edit>Paste in Windows and Command-Option-3 on a Macintosh).
Change project buttons to actual project names. Format buttons by double-clicking on them. Buttons are already linked to project slides. For fewer projects: delete the button and then delete the corresponding slides for that project (by using Edit>Delete Slide on each unneeded slide). For additional projects, duplicate buttons and insert additional project slides. Edit links via the Slide Show>Action Settings command.
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11. Skeletal System Webquest
October 2008
This webquest allows self discovery about the Human Skeletal System. It allows students to focus on 4 different areas. Bone Basics, which covers topics such as types of bone, bone cells and bone tissue. Appendicular Skeletal System, which covers the bones that make up the Appendicular Skeletal System. The Axial Skeletal System, which covers the bones that make up the Axial Skeletal System. Oops, I Have a Broken Bone, covers types of fractures and the steps of bone repair.
Standards addressed: Concept 5: Matter, Energy, and Organization in Living Systems (Including Human Systems) - Understand the organization of living systems, and the role of energy within those systems.
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Comments: To access this webquest, go to my website,
List of Projects
Table of Contents

12. The Not So Healthy Human Heart Human Heart Transplants and Way’s to a Healthier Heart
September 2008
Lesson title: The Not So Healthy Human Heart – Human Heart Transplants and Way’s to a Healthier Heart
Grade Level: Anatomy and Physiology grades
Time Allotment: This project will need to take place in a computer lab, where each student can have access to their own computer. This is a 5 day, 2 part lesson. It should take 2 days to complete part 1 and 3 days to complete part 2.
Objectives:
Students will describe the primary function of the heart.
Students will describe the different types of heart substitutes.
Students will conduct a virtual heart transplant.
Students will research and write a report on ways to maintain a healthy lifestyle focusing on keeping their
heart healthy.
Standards addressed: Concept 5: Matter, Energy, and Organization in Living Systems (Including Human Systems) - Understand the organization of living systems, and the role of energy within those systems.
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Insert scan, text or other exhibition of instructional materials you have created or adapted.
Use Insert>Picture or Movies and Sounds command or copy and paste text into the white box. Resize white box as needed or delete it.
You can type in a comment or add an audio commentary by selecting Insert>Movies & Sounds>Record Sound. Microphone must be attached. Afterwards, delete existing Sound icon and replace with the new one.
Comments: Lesson ideas and materials were obtained from
Go to the my website to access the lesson plans and worksheet for this activity.
List of Projects
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13. Anatomical Terminology
November 2008
This project is a podcast that helps students learn some of the Anatomical Terminology that is required for students to know in Anatomy and Physiology.
It teaches the students the anatomical terminology for head, shoulders, knees, toes, eyes, ears, mouth and nose.
Standards addressed: Concept 5: Matter, Energy, and Organization in Living Systems (Including Human Systems) - Understand the organization of living systems, and the role of energy within those systems.
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Insert scan, text or other exhibition of instructional materials you have created or adapted.
Use Insert>Picture or Movies and Sounds command or copy and paste text into the white box. Resize white box as needed or delete it.
You can type in a comment or add an audio commentary by selecting Insert>Movies & Sounds>Record Sound. Microphone must be attached. Afterwards, delete existing Sound icon and replace with the new one.
Comments: To listen to this podcast, go to
List of Projects
Table of Contents

14. Examples of Student Created Materials
Skeletal System
Webquest
The Not So Healthy
Human Heart
Anatomical
Terminology
On the next four slides, insert projects your students have created. Align them by the standards addressed. You can link to other files, but it is simplest to insert screen shots from the other file (use the Print Screen key and Edit>Paste in Windows and Command-Option-3 on a Macintosh).
Change project buttons to actual project names. Format buttons by double-clicking on them. Buttons are already linked to project slides. For fewer projects: delete the button and then delete the corresponding slides for that project (by using Edit>Delete Slide on each unneeded slide). For additional projects, duplicate buttons and insert additional project slides. Edit links via the Slide Show>Action Settings command.
Table of Contents

15. Skeletal System Webquest
October 2008
1. How many bones are in an infant? In an adult human body? Explain the difference.
-There are 207 bones in an infant. In an adult there are 206 bones. The difference comes from a small bones that fuse together during growth.
2. What is the longest and heaviest bone in the body? The smallest?
- The longest and heaviest bone in the body is called the femur and the smallest bone is the stirrup bone inside the eardrum.
3. What connects one bone to another bone?
- Ligaments connect one bone to another bone.
4. What connects a muscle to a bone?
-Tendons connect muscles to bones.
5. What are the two divisions of the skeletal system and what general groups of bones are included in each?
-The two divisions of the skeletal system are the axial and appendicular. The general groups of bones included in the axial are: the skull, the sternum,
the ribs, and the vertebral column and the bones in the appendicular are: the upper extremities, the lower extremities, the shoulder girdle, and the
pelvic girdle What are the 6 major functions of the skeletal system?
- The six major functions of the skeletal system are: support, movement, protection, blood cell production, storage, and endocrine regulation.
7. What are the four general categories of bones? Describe the shape of each category of bone, its function and give an example.
-The four general categories of bones are: long bones, short bones, flat bones, and irregular bones. Long bones are longer rather than wide and work as
levers. An example is the femur. Short bones are short, cube-shaped, and found in the wrists and ankles. Flat bones have broad surfaces for protection
of organs and have an attachment of muscles. Example would be ribs, cranial bones, and bones of shoulder girdle. Irregular bones are all the other
bones that did not fall into the previous categories. They have different shapes, sizes, and surface features and include the bones of the vertebrae and a
few in the skull.
Bones Basics
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Insert scan, text or other exhibition of materials your students have created.
Use Insert>Picture or Movies and Sounds command or copy and paste text into the white box. Resize white box as needed or delete it.
You can type in a comment or add an audio commentary by selecting Insert>Movies & Sounds>Record Sound. Microphone must be attached. Afterwards, delete existing Sound icon and replace with the new one.
Comments: This is a student sample of one of the parts of the Skeletal System Webquest. Each student completed part of the Webquest and together compiled a study guide they could each use to master the material. There were also diagrams found to help contribute to the understanding of the concepts.
List of Projects
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16. The Not So Healthy Human Heart
September 2008
I have not been able to use this program yet. I will include student samples once I have some.
Change “Project –” to project’s actual name. Enter the date the project was created.
Insert scan, text or other exhibition of materials your students have created.
Use Insert>Picture or Movies and Sounds command or copy and paste text into the white box. Resize white box as needed or delete it.
You can type in a comment or add an audio commentary by selecting Insert>Movies & Sounds>Record Sound. Microphone must be attached. Afterwards, delete existing Sound icon and replace with the new one.
Comments:
List of Projects
Table of Contents

17. Anatomical Terminology
November 2008
This is a podcast, so there is no student work to share.
Change “Project –” to project’s actual name. Enter the date the project was created.
Insert scan, text or other exhibition of materials your students have created.
Use Insert>Picture or Movies and Sounds command or copy and paste text into the white box. Resize white box as needed or delete it.
You can type in a comment or add an audio commentary by selecting Insert>Movies & Sounds>Record Sound. Microphone must be attached. Afterwards, delete existing Sound icon and replace with the new one.
Comments:
List of Projects
Table of Contents

18. Reflections of the teaching opportunities
Skeletal System
Webquest
The Not So Healthy
Human Heart
Anatomical
Terminology
On the next four slides, insert reflections of your teaching opportunities. Change reflection buttons to actual reflection names. Format buttons by double-clicking on them. Buttons are already linked to reflection slides. For additional projects, duplicate buttons and insert additional project slides. Edit links via the Slide Show>Action Settings command.
Table of Contents

19. Skeletal System Webquest
October 2008
This unit was used in my Anatomy and Physiology class. It took five days to complete. The first 3 days were in a computer lab, so that each person can have their own computer.
Once each student has completed the worksheets, the students will compile their worksheets so that the each have a completed study guide. The students will then teach each other about what they learned.
This unit worked really well. The students seemed to enjoy completing the project. It seemed to help them retain the information and were successful.
Change “Reflection –” to project’s actual name. Enter the date the reflection was created. Type in words describing the delivery of the instruction and the learning opportunities created through this project. You can type in a comment or add an audio commentary by selecting Insert>Movies & Sounds>Record Sound. Microphone must be attached. Afterwards, delete existing Sound icon and replace with the new one.
Comments:
List of Reflections
Table of Contents

20. The Not So Healthy Human Heart
September 2008
I am excited for the students to complete this project. I think there is a lot of exciting activities that the students will enjoy.
Change “Reflection –” to project’s actual name. Enter the date the reflection was created. Type in words describing the delivery of the instruction and the learning opportunities created through this project. You can type in a comment or add an audio commentary by selecting Insert>Movies & Sounds>Record Sound. Microphone must be attached. Afterwards, delete existing Sound icon and replace with the new one.
Comments:
List of Reflections
Table of Contents

21. Anatomical Terminology
November 2008
This podcast was fun and exciting to create. I used this lesson in person in September and the information taught this way helps the students learn the concepts taught. Because the information was presented in song, it helps the students to retain it longer.
Change “Reflection –” to project’s actual name. Enter the date the reflection was created. Type in words describing the delivery of the instruction and the learning opportunities created through this project. You can type in a comment or add an audio commentary by selecting Insert>Movies & Sounds>Record Sound. Microphone must be attached. Afterwards, delete existing Sound icon and replace with the new one.
Comments:
List of Reflections
Table of Contents

22. Teaching Pictures
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23. Letter of Recommendation
I will include a Letter of Recommendation here when I obtain one.
Letters of recommendation, including letterhead and signature are best if scanned in (Insert>Picture>From Scanner or Camera).
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Continued on Next Slide...
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24. Letters of Recommendation
I will include a Letter of Recommendation here when I obtain one.
Letters of recommendation, including letterhead and signature are best if scanned in (Insert>Picture>From Scanner or Camera).
Continue letter on next screen, if needed, or delete next slide.
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25. Resources Table of Contents
- This website is a Science Teachers Chatboard. It is a place where science teachers can post questions or get solicited advice from other science teachers. I looked through several of the questions and the responses, I found it rather useful. It is a great place to find information as well as share with others knowledge that I have gained through my experiences.
- This is a search engine specifically for scientific information. This could come in real handy for a person that teaches science and for science students. I have my students each present a current event article once a quarter to their class, I think this search engine will be very helpful for me to give them so that they can find pertinent and current articles to share rather easily.
- Sites for teachers is a great resource for me as a teacher. There is a great collection of usable websites that can be helpful in creating lesson plans, coming up with a usable activity or great demonstrations. The sites have already been found for you and this eliminates a lot of searching time.
- This site has some great games that the students can play to help them learn more about the elements, compounds, chemical equations and chemical reactions. It gives them instant feedback and a lot of fun practice.
- using the internet is a great way to cut down on time spent lesson planning. There are so many great lessons out there that other people have created and are willing to share. It is nice to search for a few minutes and come up with some great lessons and activities. Why reinvent the wheel when cool things are out there. This site helps connect me to some of the great lessons that are out there.
For each web resource, include the following:
Title for the webpage
Hyperlink to the webpage
One line description about the website
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26. Resources Continued. Table of Contents
- this is another site that has lesson plans along with some great interactive learning programs that the students can use and learn from.
- this can be useful because there is a section that goes over the human heart and a section on the brain. I liked some of the activities that this site suggested and I also wish that the Franklin Institute was closer to here. The onsite activities looked fun.
- this site has information on how to evaluate internet sites so that a teacher can get the best and most accurate information to her students. I also think that it is important to share sites like this with students so they know how to find creditable and useful sites. It gives links to other sites that also offer valuable evaluation information.
- this site offers a teacher with great information and activities for the teacher to implement, but there is also information for the student. It allows students to search for valuable information that is accurate, useful and pertinent to science classes.
- this is a unit that could go along with the digestive system and nutrition unit. It comes with a lesson plan and podcast that informs the students about sugars and artificial calories.
- this site is a technology grant writing site. It goes through the steps of writing a technology grant and gives ideas of companies that offer technology grants. There are also some article links at the end of the page that link to articles that give ideas on how to use the one computer or few computers that you might have in your classroom. It also has links for articles that teach a person how to use technology in the classroom.
Use these slides for other items not included in the template, such as journal entries, classroom photos or student teaching documentation. Insert additional slides via Insert>Duplicate Slide.
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27. Closing Thoughts
I am on a path of obtaining a Masters Degree in Education with an emphasis in Educational Technology. I feel that it is important to continue to improve myself so that I can pass on the knowledge gained onto my students. I hope to increase my knowledge and ability of using technology in my teaching so that I can make the learning more interesting for my students.
Include a closing statement on your future plans and career aspirations.
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