1. Website E-mail “It is the supreme art of the teacher to awaken joy in creative expression and knowledge.” - Albert Einstein 1

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3. 3 High Parent Involvement: Science Lab Contributions Teacher Grants: i-touches in Media Center Fine Arts Enrichment: Print Making Watch Dads Program/Weekly Volunteers 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. 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 Science Lab Contributions Teacher Grants: i-touches in Media Center

4. Big Creek Elementary Home of the Wildcats 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. 4

5. 2:05-2:15 Pack Up and Dismiss 1:30-2:00 Science/Social Studies (swap every two units) 12:30-1:30 Math 12:10 -12:30 Phonics Part II 11:33-12:10 Recess/Bathroom 11:00-11:33 Lunch 10:40 – 11:00 Phonics Part I 9:45 – 10:40 Specials (six day rotation) Music, Art, PE (2x), Think Lab (2x) 8:20- 9:45 Daily 5 Rotations/CAFÉ time (ESOL students receive pull-out assistance) 8:00 – 8:30 Story Study 7:10-7:50 Morning Work 5

6. 6 Will my collaborating teacher be supportive of the differentiated instructional approach? Will I be able to use what I’ve learned to truly meet the needs of all learners? How will I find time to write all of those lesson plans? Confident in behavior management skills and excited to work with students again! 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!

7. 7 Pre-Assess Activate Prior Knowledge Provide for New Knowledge Acquisition Provide Opportunities for Applied Practice Post-Assess and Self-Assess

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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? 9

10. Learning Style Profile 10. 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. Bloom’s Taxonomy

11. Fractions (Mandated Assessment) and Pre-Assessment Data Rubric 11 Economics Quick Write and Pre-Assessment Data Reading Anticipation Guide and Pre-Assessment Data 46% met or exceeded 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 Grade Level Meeting Minutes 12 Checklist to track student progress throughout the lesson

13. Technology is a HUGE part of education at Big Creek! 13 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? 14

15. 15 Making Connections to Content  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) Whole Group Leveled Questions Individual-They would have four parts Pairs-They would be a pizza with four pieces. Group-They would be in a fraction army and be called by their fraction name. Inquiry-Based Learning Making Connections to Content Main Idea Supporting Details “If you were a fraction what would you be like?” Student Grouping Choice and Choice of Modality and Grouping Re-teaching what makes a fraction. Parent Note About Fraction Connections

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

17. 17 Compacted Independent Projects Power Point Presentations Kinesthetic TactileVisualAuditory Choice Boards Checklists for Scaffolding

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

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? 19

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

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? 21

22. 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 Hanging In:Working with Challenging Students by Jeffrey Benson Flipped Webinar: Flipped Learning 4/24/2014 Flipped Webinar: Flipped Learning Six Non-Negotiables for a Successful Differentiated Instructional Classroom 4/29/2014 Six Non-Negotiables for a Successful Differentiated Instructional Classroom 22 Professional Development

23. 23 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. PastPresent Biggest Take Away

24. 24 Art Work by Maya

25. 25 “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 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.

26. -Professor Nancy Carter -Professor DeLores Nichols -Dr. Cynthia Kiernan -Dr. Georgann Toop -Professor Rebecca Amerson -Reinhardt University MAT Cohort Members -Mrs. Debbie Stair -Students and Staff at Big Creek Elementary School ! 26 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