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Running head: A PHILOSOPHY OF EDUCATION
A Philosophy of Education Elizabeth Alfoldy Southeastern University
2
A PHILOSOPHY OF EDUCATION A Philosophy of Education "Future" is a powerful word. A teacher must consider the future of his students. The future of America would collapse without education. Business would fail, surgery would cease, and technology would not excel. Education is a crucial part of functioning America and the
school is a crucial part of operative education. Operative education in a school is important because it predicts the future of America. Present education forecasts future occupation: physical
and/or eternal. Glen Schultz (1998) presents, "This life on earth is mere preparation for real life that is eternal in nature" (p.44). A teacher must identifi a view of the future. An inaccurate view
of the future will diminish an educational system. This paper will unveil an accurate view of the future. A teacher must consider three branches of philosophy that are predictors of the future: Metaphysics, epistemology, and axiology.
A student asks his teacher why an apple is red. The student ponders the fruit's existence. This is a small scale example of a metaphysical question. Metaphysics is the study of the ultimate nature of reality; therefore, the chief component of metaphysics is ultimate reality (Braley, Layman & White, 2003). Evolutionism and Creationism is a constant war that exists because of ultimate reality. Science fights for an evolutionist while Biblical evidence is on a
Creationist's side. Genesis 1: I proves, "In the beginning God created the heavens and the earth" (New American Standard Bible). Biblical evidence is solid and will obliterate scientific theories. Metaphysics joins ultimate reality and ultimate truth. A correct view of reality is a truthful view
of reality. This view is sometimes blurred because a lot of people believe that truth is relative (epistemology). A person must know truth before he seeks the meaning of ultimate reality.
A
teacher must know truth before he teaches the concept of ultimate reality to his students. Genesis
1: 1 is ultimate truth. Ultimate truth is found in a Biblical worldview. The answer to
3
A PHILOSOPHY OF EDUCATION metaphysical questions is Biblical truth. Metaphysics is a crucial component for every academic
institution because metaphysics is the fundamental philosophy that realistically prepares a student for the future (Braley, et a1., 2003).
A student
asks his teacher to prove that an apple is really an apple. The student is
searching for the "acquisition of knowledge" (Braley, et al., 2003, p. 13). This is a small scale example of epistemology. Epistemology is the study of knowledge. Fictional truth is relative,
empirical, and materialistic. Biblical truth is solely absolute (Braley, et al., 2003). The American Constitution is based on absolute truths; therefore, the American school system should be based on absolute truths. The previous statement is bold, but it is also sensible. Epistemology pits experience against spirituality. A common belief of epistemology is that a person must experience something in order for something to be true (Braley, et al., 2003). A Christian recognizes God's revelation through the Holy Spirit. God's revelation trumps experience. J. P.
Moreland (1997) reinforces, "Christians must rely on the Holy Spirit in their intellectual pursuits, but this does not mean they should expend no mental sweat of their own in defending their faith"
(p.24). Moreland (1997) emphasizes the balance between faith and work. Epistemology must be weaved into every academic agenda because it is the first step to acquiring knowledge for the
future (Braley, et al., 2003).
A student
asks his teacher
if it is okay to eat an apple. The student is deliberating between
right and wrong. This is a small scale example of axiology. Axiology is the study of values, morals, and ethics (Braley, et al., 2003). A correct view of axiology is particularly important because axiology is alive in every aspect of societal
life (especially education). Teacher
responsibility has grown to immense levels. Teachers are currently required to teach cognitive knowledge as well as behavioral conduct. Cognitive knowledge is explicit, but behavioral
A PHILOSOPHY OF EDUCATION conduct is not as thoroughly explained. Behavioral conduct changes with every teacher. The previous statement is the beginning of a disastrous ethical system. Morality that comes from a changing source will unavoidably change; therefore, ethics must come from an unchanging source. God is the only logical source that does not change. This is a sample of Christian ethics
(Geisler, 1989). Christian ethics is the ethical system that should be employed in American schools; however, most schools do not recognize the correctness in this statement. Teachers that do recognize the correctness in the previous statement should employ the Christian ethical view
of axiology in their classrooms in an attempt to ethically prepare students for the future.
A correct philosophy of education is important because it creates a classroom standard. Students
will
adhere to a set standard because a student seeks to please his teacher.
A correct
view of the future places God in control. Physical accomplishments that glorifu God is one part of a brilliant philosophy, however, eternal satisfaction in God completes the viewpoint. Biblical opinions that surround metaphysics, epistemology, and axiology encompass a correct
philosophical view of the future.
A PHILOSOPHY OF EDUCATION References
Braley, J., Layman,J., & White, R. (Eds.). (2003). Foundations of Christian school education. Colorado Springs, CO: ACSV Purposeful Design Publications. Geisler, N. L. (1989). Christian ethics. Grand Rapids, MI: Baker Academic.
Moreland, J. P. (1997). Love your Godwill all your mind. Colorado Springs, CO: NavPress. Schultz, G. (1998). Kingdom education, God's planfor educatingfuture generations. Nashville,
TN: LifeWay Press.
Elizabeth Alfoldy 16712 Heatherwood, Clinton Township,
MI48038 . 586-850-3840 . emalfoldy@gmail.com
Career Target: To obtain
position at the elementary level.
a teaching
Skill Summary
Habits . Excellent Communication Skills
. Certified in The Seven
'Detail Oriented 'Team Player . Proficient in SMART Notebook . Punctual
Education
College
December 2013 Rochester Education Elementary Education Arts Bachelor of Science in Language . Dean's List: Spring2}t}, Fall2010, Spring 20lI,FalI20l2 . Cumulative GPA: 3.5
Student Teaching and Practicums
School
August 2013 to December 2013 Erie Elementary . Attended three training sessions for the NWEA . Created and implemented lessons that incorporated all learning modalities . Conducted parent/teacher conferences . Participated in three IEP meetings
School
Harris-Jobe Elementary . Designed lesson plans for ESL students . Guided class discussions and activities . Tutored./mentored students . Led miniature Math/Reading centers
Work Experience
Aptil2}l2toMay 2012
District
December 2013 to Current Chippewa Valley School Substitute Teacher . Provided development and implementation of scheduled classroom activities . Established excellent rapport with students and staff . Fulfilled student needs at different grade levels
Old Port Inn Hostess/Waitress . Managed customer reservations . Transferred written/memorized orders to kitchen staff . Answered customer inquiries
April 2010 to December 2013
Volunteer Experience Erie Elementary School . D6buted as Eagle Mascot for various events/fundraisers . Inspired school spirit
August 2AT3
First Baptist Church of Troy . Volunteered in children's nursery . Organized and directed Bible study
2005 to 2008
References Available Upon Request
6
December 2013
Why I Want to Become a Teacher Elizabeth Alfoldy S
outheastern University
Albert Einstein said, "It is the supreme art of the teacher to awaken joy in creative expression and knowledge." Joy, expression, and knowledge are the three words that make the previous statement a phenomenal statement. The following paragraphs will express my view on the succeeding three words: joy, expression, and knowledge.
A professional should enjoy his profession. A teacher who enjoys teaching will produce students whom enjoy learning. sentence. My
I enjoy teaching. I commit wholeheartedly to the preceding
joy is found in the student. A student's joy that is found in an "impossible" math
problem is an irreplaceable feeling. Joy is a reason that forms my desire to be a teacher.
I am inspired to be a teacher because of a teacher who inspired me. A godly English teacher's expression inspired me to become an elementary school teacher. Expression is very
important in the classroom. A blissful expression will make a geography lesson more fun and exciting. Expression is a reason that forms my desire to be a teacher. Ignorance is the opposite of knowledge. Knowledge is a teacher's best friend while ignorance is a teacher's worst enemy. A flustered principal who is trying to meet AYP might say that education is purely about the knowledge a teacher transfers to his students. Knowledge is not the only reason for education; however, it is alarge component of education. A businessman makes billions of dollars because of the teachers whom taught him the necessary skills to acquire such wealth. I want a student to think of me when obtaining future employment. Knowledge is a reason that forms my desire to be a teacher.
Teaching is my vocation; it is not merely a desired job. A vocation is a calling. I have been called to be a teacher. Joy, expression, and knowledge complete my desire for vocational
employment. I am not trying to compare myself to Albert Einstein; however, his single quote sums up my entire calling to become a teacher.
Rochester College 800 West Avon Road Rochester Hills Ml 48307-2764
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"f 11t6t2013
Rebekah L. Pinchback Registrar
Page 1 of2
STUDENT OFFICIAL TRANSCRIPT
Student Name
:
Alfoldy, Elizabeth Marie
Student lD : A0000009058
Provided Solely for:
Major:
Elementary Education-Language Arts Term: FA-11 Dean's List
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17
131.00 130.00 65.00 218.60
GPA 3.594
Rochester College 800 West Avon Road Rochester Hills Ml 48307-2764
11t6t2013
Page 2 of 2
STUDENT OFFICIAL TRANSCRIPT
Student Name
:
Alfoldy, Elizabeth Marie
Student lD : 40000009058
Provided Solely for:
Term: SP-13 Dean's List
ElU 43€? EDU 4503 ENG 21 13 NSC 2324 RCC 2001 RDG 3333
Ferdatiens cf Edsetioft
2.OO A-
lnstructional Design and Assessment - Elementary
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Term: FA-l3 Dean's List
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--
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GPA 0.000 3.456
The Family Educational Rights and Privacy Act of 1974 (as amended) prohibits the release of this information without the student's written consent. An official transcript must include the signature of the registrar and the seal of the college or university. This document reports academic information only.
firu,1 *A*.r.r.*Rebekah L. pinchback Registrar
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Running Head: FIELD EXPERIENCE REPORT
Field Experience Report Elizabeth Alfoldy Southeastern University
Teacher Interview
Introduction:
Mrs. O agreed to participate in the teacher interview portion of the field experience assignment. Mrs. O obtained a college degree in Music Education and is currently homeschooling two of her children: Rachel and Rebekah. Rachel is in the eighth grade (Rachel is the target child for this assignment) and Bekah is in the eleventh grade. Mrs. O's four older children graduated high school under her qualified teaching practices and obtained college degrees in business, education, and science. She has worked very hard to complete a rigorous academic program that
would be accepted in a traditional school setting. Her academic program includes all of the core subjects that are taught in a traditional school.
Question: Which assessment data do you use to influence (drive) your instruction? (Example: Teacher-made classroom assessments, textbook publisher's assessments, baseline assessments, standardized state achievement tests).
Answer: Mrs. O typically uses teacher-made assessments and textbook publisher's assessments. She evaluates a textbook test and decides
if it meets
her requirements. For example, Mrs. O
looks at a textbook test and approves it; however, she decides to create an essay to add to the textbook test.
Question: How do you use them to influence your lesson planning and classroom instruction?
Answer: If
a
review is necessary before the test, Mrs. O will set up a review that includes
additional work problems to address weaknesses. In general, Mrs. O will make up a worksheet that is applicable to a noticed weakness in an attempt to hone that particular skill.
Question: How do you accommodate the special needs of learners in the assessment process? (Please identify the types of special learners you teach and to the specific accommodations you
make for ESOL students vs. LD students vs. other students.)
Answer: Mrs. O is a homeschool teacher. Her children do not have special needs; however, Mrs. O does accommodate her children based on auditory learning and visual learning. For instance, Rachel is an auditory learning and Rebekah is a visual leamer. Rachel requires a repetition
of
oral knowledge while Bekah has to physically see a problem in action. Attention span is another
distinctive need that requires Mrs. O's attention. For example, Rachel is able to do thirty problems in a row while Bekah needs a break in between problems. Mrs. O recognizes that some students need breaks because their minds check out after fifteen minutes.
Question: How do you assess cooperative projects/group work? Do you have a preference for group size? How do you normally assign members to a group?
Answer: Mrs. O is a homeschool teacher with two children being homeschooled. She occasionally has Bekah and Rachel work together to polish each other's skills.
Question: What is the hardest part about assigning grades? Do you have different grading criteria or systems for ESOL learners or learners with special needs? If yes, what are the criteria and how do the systems work?
Answer: Assigning grades is difficult for
a homeschool mother because the students are the
teacher's children. Mrs. O must be completely objective in order to be completely fair.
A
homeschool mother teaches for mastery. If a child receives a70%o, a homeschool mother teaches
until the child receives a95o/o. Mrs. O teaches until she believes her children truly understand the material. This is a tiring task; however, it is very beneficial.
Question: How do you go about administering individualizedtests for screening, special needs, reading progress, etc.? What are the other children doing while you administer the tests?
Answer: Mrs. O uses an assessment progrilm entitled "We Tutor You." "We Tutor You" is a test that breaks down the reading process into six different categories. An assessment is made
concerning a child's weaker areas. Mrs. O arrives at afrnal grade for the "We Tutor You" assessment by looking at the graded material and determining the percentage of progress toward
the set goal. This is a one-on-one znsessment (teacher and student). "We Tutor You" would be
very time consuming in a regular school setting; however, it is not very time consuming in a homeschool setting. Mrs. O finds it very easy to administer this test to Rachel while monitoring Bekah.
Question: Does the school or district have a set of specific policies with regard to the number
of
grades per marking period, etc.?
Answer: Mrs. O does not follow specific policies set by a school or district because she is a homeschool teacher. She simply adjusts the number of grades per subject to accommodate her teaching and the student's learning. Mrs. O usually records a weekly average of 3 - 5 grades per subject.
Question: How do you mimage performance assessment as a homeschool teacher?
Answer: Mrs. O brings her students/children to meet with local homeschool families so that they are able to practice oral presentations in front of a larger audience. Mrs. O recognizes the
importance of oral presentations. She realizedthe lack of performance assessments in homeschool situations and organized a time for oral performances for local homeschool families.
Question: How do you keep abalance between home life and school time?
Answer: Mrs. O explained that discipline is the chief factor that makes homeschools effective. A homeschool is very similar to a traditional school
if discipline is involved. Mrs. O's children
have to be dressed and ready for school by 8:00am. They have a lunch break, snack break, and free time. The children know when
it is time for school because of a disciplined schedule.
Lesson Plan Review
1. Mrs. O showed me a science lesson plan that involved research and creativity. This particular
lesson plan investigated the biology of animals.
Objective: Student will research a specific animal that lives in the ocean. He will find information and pictures about this animal and compile a written report. Student will construct a realistic 3demensional model of his animal in an attempt to add creativity and fun to the assignment. Student
will then develop his written report into
an oral report and present it to the teacher.
Lesson Plan Procedure:
l.
Have student select an ocean animal to research. Have him find and record the following
information about the selected ocean animal:
{.
Fish, mammal, reptile?
n
Size - length, height, weight?
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Lives in which ocean zone - sunlit zone, open-ocean zone, deep-ocean zone?
t
Carnivore, herbivore, omnivore?
*
Endangered,threatened?
*
Other important facts or information?
2. Student should also find at least one clear picture of his animal to use in the next step. 3. Have student construct a 3-dimensional model of his animal. He should try to make
realistic as possible.
it
as
Assessment Measure:
Student
will construct a written report
and present an informal presentation about his animal to
the teacher while displaying his 3-D model.
2. Student will receive a grade based on his written report and oral knowledge. Rachel did a great
job. Mrs. O told me that Rachel is very good at explaining written material in an oral fashion. 3. Mrs. O is a fan of authentic assessment. She likes to encourage hands-on activities and oral
presentations despite the small audience. I like authentic assessment because it is practical. Practical assignments are very applicable to real-life. I think this is very good for students in all grades.
A disadvantage of authentic
assessment is the time requirement. Authentic assessment is
very time consuming. Homeschool teachers are able to manage the time constraints because they have fewer students.
4. Mrs. O does not have any special learners; however, this lesson plan could be adjusted to fit a special learner's needs. For instance, the teacher could assist the special learner during the research process.
5. I think a special learner would benefit from this assignment because the teacher would be able
to assist him directly and he could work at his own pace.
Reflection
Mrs. O encouraged my realization of the importance of lesson planning and student assessment. I perceived a very smart woman who develops genius lesson plans and accurate forms of testing. I was able to witness an organized lesson plan that contained precise assessment procedures. The teacher interview sparked a vast interest in the different forms of assessment and the lesson plan
allowed me to review the instructional process. I was able to directly leam when to use the
different forms of assessment (written, oral, authentic, etc...). Mrs. O allowed me to observe and assist her in the student's academics. I watched her work with Rachel and Bekah in a way that
was both academically promoting and nurturing. This made me realize the significance or a caring teacher. I helped her administer and grade Rachel's oral spelling test. I particularly learned the importance of oral teaching and oral learning (especially for a homeschool student).
Mrs. O told me that she brings her students/children to meet with local homeschool families so that they are able to practice oral presentations in front of a larger audience. Her dedication to oral presentations really delivered the prominence of oral assessment. I thoroughly enjoyed learning through
Target Child Rachel is fourteen years old and is in the eighth grade. She is a homeschool student with an enthusiasm for life. She is a well-rounded student who participates in extracurricular activities such as orchestra and basketball. I have had the privilege to observe Rachel on various
occasions. We talked, laughed, and worked together to form a delightful relationship. She is an eager student with a love for learning. Reading is her primary subject; however, she excels in all subjects. Rachel's least favorite subject is math. Rachel's test scores are noble indicators of her
adoration for reading and her distaste for math. I was able to relate to her through a similar love
for reading and a similar aversion for math. The assessment process was very easygoing for Rachel. She had few questions; however, I could see the relaxation shift to tension during the mathematics portion of the assessments. I was surprised to hear that Rachel did not want me to grade her answers in front of her. I respectfully took the test booklets home, graded Rachel's answers, and then brought the booklets back the following session to review. Rachel seemed
surprised by the amount of correct answers for each assessment. I had an extremely pleasurable
time working with Rachel and I look forward to keeping in contact with Rachel and her mother.
Affective Assessment I began my target child assessment by administering an affective assessment that I created. The affective assessment included ten wide-ranging questions about school. Rachel completed the affective assessment in two minutes. Her rapidity communicated honest answers. Rachel's affective assessment expresses a general enjoyment in school. It conveys an admiration for reading and a disliking for math. It describes her delight for after-school activities. Rachel's
affective assessment proves my initial estimations about Rachel. Rachel is a well-rounded student who enjoys participating in most academic activities.
FIELD EXPERIENCE REPORT
Learning Styles Inventory I used the Index of Learning Styles Questionnaire by Dr. Richard Felder to gain insight about Rachel's learning techniques. This questionnaire suggests that Rachel is a factual learner. She concentrates on words and language instead of pictures and imagination.
All of Rachel's
answers
declare her an avid reader. Rachel leams best by focusing on a written text and inwardly thinking
about it; however, she is not opposed to group work and sharing answers. This questionnaire advocates Rachel as a sequential learner. She likes to complete the first step of a problem before she moves on to the second step.
I concluded from the Index of Leaming Styles Questionnaire
that Rachel would enjoy a middle school teacher who directly presents the facts and then allows
time for individual research.
FIELD EXPERIENCE REPORT Assessment of Reading Skilts
I administered the grade 8 FCAT Reading Sample Questions for 2011 to Rachel in an attempt to assess Rachel's reading
skills. Rachel scored a70Yo which is a passing grade for the FCAT. She
did an above averagejob which reveals that she is a good student. She was very comfortable taking the reading assessment and did not need any help decoding phrases. I evaluated her answers and derived a few chief suppositions. The incorrect answers were varied and did not have anything in common. I believe the reason for the incorrect answers was because Rachel rushed through the assessment and I believe that Rachel rushed through the assessment because she thought
it was easy. I encouraged her to slow down and explained to her that there is no time
limit; however,
she persisted in her hurriedness. Overall, Rachel is good at reading aparagraph
and deciphering the relevant points.
FIELD EXPERIENCE REPORT Assessment of Math Skilts
I administered the grade
8 FCAT Mathematics Sample Questions for 2011 to Rachel in an
attempt to assess Rachel's Math skills. Rachel scored a2t%o which is not a passing grade for the
FCAT. A conversation with Rachel revealed that she thought she was descent at math; however, her sample test answers do not agree with her. Rachel struggled the entire duration of the test. Her body language communicated distress and frustration. I evaluated her answers and derived a
few chief suppositions. Rachel does not enjoy mathematics. She rushed through the problems in an attempt to be done with math. Rachel struggles with formulas and story problems. The three
correct answers did not involve formulas or story problems. Rachel is willing to devote extra
time to learning math. Her willingness to review each problem demonstrates a desire to become better in mathematics. Overall, Rachel struggles with mathematical concepts, but she is willing
to devote extra time to improving her math skills.
FIELD EXPERIENCE REPORT
Writing Analysis I selected
an eighth grade persuasive essay prompt for this writing analysis in an attempt to
assess Rachel's
writing skills. Rachel received five of the six points for this assessment. She is
a
very composed writer which is a wonderful quality of all great writers. Rachel was confident
with her writing capabilities and eager to find out the topic. I evaluated her essay and derived a few chief suppositions. Most of Rachel's mistakes are grammar oriented. This is common for an eighth grader. The writing is mature and eloquent. Rachel used mature words and phrases that are unique to eighth graders. The essay development is articulate and sensible. Rachel included
three main points that are sequential in order. Overall, Rachel is an excellent writer who is not stalled by the difficulties of writing.
Running Head: FIELD EXPERIENCE REPORT
Reflective Summary I have learned new and incredible assessment skills from this field experience. Assessment is not a grade. Assessment is a process that determines a child's knowledge and
abilities. Rachel has a variety of abilities that contribute to her knowledge gain. Rachel is an exceptional student with an exceptional behavior. She remains calm in stressful situations. For instance, Rachel struggled with the sample FCAT assessment of math
skills. Rachel was very overwhelmed with the diagrams and formulas; however, she remained relaxed and tried to solve each problem. I observed Rachel in similar situations where she remained calm, cool, and collected. Rachel is an excellent student. The reading and writing assessments were pure indicators
of an excellent student; however, the math segment was challenging and Rachel's test results uncovered the challenges. Rachel's affective assessment specified a reading infatuation and math detestation. She indicated that she loved reading and despised math. This warned me to focus more on the math segment because a student
will learn more in a struggling situation. I took an
extra amount of time to review Rachel's mathematical mistakes and she reciprocated the
devotion. I appreciated her willingness to learn. Rachel was a delightful student to observe for the past month. I recommend that Rachel receive extra attention during math lessons. Math is Rachel's only traumatic subject and I think her mathematical knowledge
will improve with hard work. Rachel is a factual learner and math
is mostly facts; however, I think that Rachel will benefit from practical examples. Rachel loves
to read and story problems involve reading. I think Rachel would value this similarity. A big aspect of assessment is instruction. I believe that a few basic changes in instruction
will improve
FIELD EXPERIENCE REPORT Rachel's math scores. I have thoroughly enjoyed this experience and I look forward to using
similar strategies in my own classroom.
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'I I believe that high expectations ' :
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,
raise a child's ability to perform. Ifa teacher has high expectations, then he believes that he can help his students be successful. If he has low expectations, then he does not feel that he can help them
learn. High expectations help figure out what teachers can do to help students grow in the standards to the point of achievement. I have witnessed this in action. My nephew is six years old. I know his reading level; however, I always give him a harder reading level. He usually oxcels and reads beyond his ability. I do not tell him that the reading material is harder, but he pushes himself to read it because it is what I expect.
My nephew has taught me a lot about the importance of high expectations. I feel that I am better equipped to practice these high expected strategies on other children/students. Children often achieve the bear minimum. Even very young students know when someone accepts less than best efforts. Children will rise to the occasion when high expectations are set for them. It is important to make expectations, as well as the reasons for them, clear to the students. Children need rationalization; therefore, they must understand the set expectations. Students can even formulate and record their own goals. Including the students in this process will help them unfold the entire process. It is my responsibility to apply reasonable and supportive expectations that promote excellent outcomes.
Excellent Outcomes
Literacy Centers Elizabeth Alfoldy Southeastern University
Phonics Center This center proposes a word search. Students will individually browse the room for words that contain the blend "ay." We chose "ay" because this week's spelling list is a variety of 'oay" words (may, say, today, etc...). Students will write the words on a piece of paper. Clipboards
will
be provided to ensure neat handwriting.
Spelling Center Students will write eight stilly sentences using a spelling word in each sentence. The spelling word should be underlined in each sentence. The sentences are supposed to be nonsense sentences. For example, Sandy ate hay for breakfast. Students may share their silly sentences with a partner after the individual completion of the assignment. The spelling word list is below:
. . . . o .
.
o
May Say
Tray Lay Hay Pay
way Today
Fluency Center Students will participate in a short Reader's Theatre (3 characters) entitled The Animal Trainer. An index card will be taped to the back of each chair. The index card will designate character parts for the Reader's Theatre. Students will silently and individually read the script. Students will then assign parts and read the script out loud. Students will be able to use puppets to act out the script as they read it out loud.
Vocabularv Center There will be a list of eight vocabulary words posted on a cork board. There will be a hat filled with tiny slips of paper. Each slip will contain a vocabulary word's meaning. Students will have to match the correct meaning to the correct word. They will post the correct meaning next to the correct word on the cork board. There will be an answer key taped to the back of the cork board. Students will look at the answer key after they have finished the activity. The vocabulary list is below: a o
o a
Dig: To move dirt with a shovel Mop: A device used for washing floors Tug: A sudden powerful pull Rot: To decay, to become bad
o o o o
A light slap or tap, especially with the hands Hum: A tune created orally with the lips closed Net: A device used for catching or trapping something Fib: A lie that is more or less insignificant Pat:
Fluid Earth Second Grade
Elizabeth Alfoldy and Jillian Hamm
* S ooe^,d, qao,d,o1/Lwt,t: March De
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The second grade teachers and students are very excited to begin o new unit entitled, Fluid Earth. In this earth science unit children explore water and its properties. They
discover where it can be found, its forms, how it can be used, and how it can change in form. Water is an essential part of everyday life; therefore, we will be using a lot of everyday activities to learn about water. I have provided a couple of questions that you and your child can tqlk about at home.
l.
What are some everyday uses of water in the home? 2. What are some ways to conserve water in the home?
Hamm Elementary is also very excited to announce our field trip to the Cranbrook Institute of Science ! Cranbrook Institute of Science is a science epicenter that explores the impact of science on our daily lives. Students will have the opportunity to talkwith a scientist, tour a science museum, and attend a planetarium demonstration. Please stay tunedfor future information regarding more details about the unit field trip.
truly excited to be able to teach your child about the natural world. Please be on the lookautfor your child's self-made watershed (hallway display) and conservation poster (classroom display) ! You ore more than welcome to visit us in the classroom and help us investigate the fluid earth. We will keep you postedfor any major changes. We are
Elizabeth Alfuldy and Jillian Hamm
PROGRAM OBIECTIVE IT'S A SMALL WORLD AFTERALL
ELEMENTARY SOCIAL STUDIES IT'S A SMALL WORLD AFTERALL incorporates three social study lessons into a grand topic that illustrates the unique components of our world. The
students will learn about the origin of the melting pot. They will take the role of an immigrant and write a letter to a family member who they left behind in their quests for freedom in America. The students will learn specifically about an array of diverse cultures that developed into the United States. They will be able to share their cultures with the class and compare characteristics of their cultures to the cultures of their fellow classmates. The students will choose one of the United States and use a variety of research methods on that state to develop a few specific characteristics that makes that state unique. This lesson incorporates many group activities, research methods [book and technologicalJ, and visual experiences (websites and videos). I believe that learning should target each individual student; therefore, I like to switch up teaching methods in order to reach each individual student's learning needs. Activity in the classroom keeps students engaged and eager to learn as well as class participation in full force.
There are two kinds of assessments that
I
utilize in this lesson: written
assessment and performance assessment. This two-fold assessment increases test scores. Students are able to test their skills on paper and in front of their peers. This will prepare them for future educational opportunities.
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Standard 4.b: Structure the classroom environment to promote positive peer interactions and positive self-esteem, to ensure that each student is a valued participant in an inclusive learning community;
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First Week of School/Discipline Plan Elizabeth Alfoldy Rochester College
I designed a classroom with informative bulletin displays. I have included two bulletin boards, a classroom pet, a chart area, and a class work exhibition. The two bulletin boards lesson reinforcements. The classroom pet teacher
will
also reinforce a science integrative lesson.
will
be
A
will want to include a chart display (e.g. classroom responsibility chart). A very
important part of this classroom display is a class work exhibition. I do not want to glorify one student above another student; therefore, I
will exemplifu all class work on this display board
(safe classroom).
I designed a classroom with a safe environment. I will stimulate classroom characteristics that promote a safe/inviting classroom and establish a positive teacher-student relationship: trust, consistency, appreciation, communication, respect, and leadership. I
will achieve these
characteristics by using behaviors that communicate a certain level of cooperation (e.g. allow students to set their own goals). I
will
ensure equal and equitable behavior for all students by
providing equitable distribution of positive student responses, timely feedback that affirms correct behavior and personal regard that addresses proximity, courtesy, and personal interest. I
will exhibit
assertive behavior through body language, tone of voice, and persistence. I
establish clear learning goals by providing feedback and revisiting goals.
will
Classroom design is an important detail that should facilitate learning and teaching. I did not design a classroom for decoration. I designed a classroom forpreparation. I designed a
simple, safe, and inviting classroom with minimal furniture, academic bulletin boards, and integral placement. Children need a room that feels familiar. The following pages will describe a classroom that is/has student-minded: strategic furniture, informative displays, and inviting surroundings.
I designed
a classroom
with strategic furniture. I clustered student desks around the
middle of the room. I will be utilizing a lot of Kagan strategies (e.g.think, pair, share); therefore, a large reading rug that
will
be
used for whole-class instruction, tutorial sessions, media presentations, etc.... This rug
will
have
clustered desks
will aid these small group activities. I included
a teacher-chair at the head and student
students. The pillows
will
pillows at the end. The teacher-chair is
a
focal point for
be used for literacy centers (e.g. reading center). There
will
be a
guided reading table for small group activityicooperative learning. A storage cabinet is set in a corner of the classroom. This is used for storage space to keep equipment and materials out
of
sight. An important part of my classroom is the student library. The student library accommodates an entire wall of this classroom. It will be organized by different reading levels. The teacher's desk is placed near the central entrance to the classroom. This is a favorable vantage point that provides quick and easy access between any two points in the classroom.
I
included a technology center that will be used for literacy centers and indoor recess. There will be a private room next to the entrance that
will be a designated
area for individual work, silent
reading, time-out isolation, and student/parent conferences. I included a telephone that will be used for emergencies.
a comprehensive
A teacher should develop
discipline plan that prevents behavior and
management problems from occurring. The biggest misconception in discipline is that the most
important problems are the biggest problems because big problems rarely occur in isolation. They usually grow from liftle problems. Small problems usually become big disruptions when they are allowed to escalate; therefore, teachers should be proactive. A teacher must stop misbehavior without attacking students' dignity by using special guidelines for rules and consequences.
I developed
a
rigorous system of instruction that emphasizes inner discipline,
logical consequences, and congruent communication.
My classroom will have
a
rigorous system of instruction that emphasizes inner discipline
through respect and dignity. Students must leam to solve their own problems by making decisions, taking responsibility, and learning from their successes/mistakes. Punishment and
discipline provide different consequences. Punishment is adult oriented, arouses anger/resentment, and does not consider reasons/solutions. Discipline shows children what they have done, gives them ownership of the problems, and leaves their dignity intact (Barbara
Coloroso).
My classroom will have
a
rigorous system of instruction that emphasizes logical
consequences. Logical consequences are contrived and then applied as a response to a particular
behavior. For example, a student throws a piece of paper on the floor and picks it up/throws it in the waste basket. Punishment is a punitive response that does not relate to the act of misbehavior.
For example, a student throws
a
piece of paper on the floor and receives an after school
detention. Students are rational beings who deserve to choose to behave as they do. Students should have the right to make decisions and receive the consequences of those decisions. Teachers need to help students recognize misbehavior without excuses, identifu various
consequences for misbehaving acts, and make value judgments about behavior/consequences.
For example, a classroom should have an agreed upon set of class rules (William Glasser).
My classroom will have
a
rigorous system of instruction that emphasizes congruent
communication. Teachers should attempt to use congruent communication that addresses situations and invites cooperation. For example, "the paper does not belong on the floor" instead
of "pick up the pieces of paper." Anger is expressed appropriately and genuinely without sarcasm and hostility. Congruent communication uses appreciative praise rather than evaluative
praise. A teacher should show appreciation for a student's act and not simply the student (Haim
Ginott). Classroom management is the most important and difficult task for a teacher (especially a
first year teacher). A teacher should be completely decided about his management tactics before entering a classroom; therefore, I have outlined three important ideas that
I
plan to use in
managing classroom behavior. I gathered these ideas from three known professional educators: Babara Coloroso,
William Glasser, and Haim Ginott. My classroom will reflect inner discipline
(Barbara Coloroso), logical consequences (William Glasser), and congruent communication
(Haim Ginott).
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Directions: Please respond to these questions with the answer that best fits you. Place an X in the box corresponding to the answer of your choice. Please be honest for there is no right or wrong answer! Do not include your name. Example: I like to ride bikes.
strongly
Agree Agree Disagree
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A fellow classmate will collect the inventory upon completion. He will take it directly to the principal. Thank you for your help and cooperation!
1.I enjOy SChOOl.
2.ldo not enjoy math
because it is
hard.
StronglyAgree
Agree Disagree
StronglyDisagree
SrronglyAgree
Agree Disagree
StonglyDisagree
5. I participate in extracurricular
6. I freely partiCipate in
school.
activities.
class.
7. I don't have a good time at
Agree Asree Disagree
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srrongty Disagree
Asree Disagree
stonglyDisagree
Agree Agree Disagree
stongly Disagree
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Agree Agree Disagree
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StronglyAgree
Asree Disasree StronslyDisasree
&ronglyAgree
Agree Disagree
stronglyDisagree
StronglyAsyee
Agree Disagree
strcnslyDisagree
StrongtyAgree
Asree Disasree stronsty Disasree
srrongtyAgree
Agree Disagree
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9. After-school activities are not fun to
me.
math.
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I only read if I have to.
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4. Generally, I feel safe and welcome at
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StonglyDisagree
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3.I like tO read on my Own time.
8. Generally,
SronglyAgree Agree Disagree
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opportunity to attend the Cranbrook Institute of Sciece as part of our Fluid Earth unit. While exploring different aspects of fluid earth and water, we will be investigation the water cycle. To enhance our study, we will be attending Cranbrook Institute of Science in Bloomfield Hills, Michigan. Cranbrook Insittute of Science is a scienceceter that explores how science impacts our lives every single day. Interactive exhibits throughout the year are included in the institute. Our class will be attending a special demonstration called "How We Use'Water" to get a firsthand look at the different states of the water cycle. 'Demonstrations and hands-on activities reveal how vital the Earth's fresh water is and what we can do to conserve it."'
"Our
class has an exciting
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A field trip is one way to use community resources to enhance the learning experience. For instance, the Cranbrook field trip introduces new concepts about fluid earth and reinforces prefield trip lessons about the water cycle. It is my responsibility as a future teacher to consider the importance of field trips and transfer it into my curriculum.
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GIffLrlrEE Standard 6.b: Synthesize a teacheros role in a changing society with the evolution of education foundations and policy perspectives. Change and adaptability are two of a great teacher's characteristics. The world is everchanging and teachers' must be adaptable to these changes. For instance, the 21tt century
introduced a technological evolution. Students' were using technology in everyday life except the classroom. Teachers' began implementing technology in the classroom and students' started enjoying a different kind of instruction. This method of change and adaptability works!
Teachers are facing a lot of changes in the current societal and economical world. I provided
picture of a superhero. I included this picture because a teacher should be kind of like a superhero. Students' may not realize it, but a teacher should do a lot of things that superheroes do: protect students, teach students, and love students. Students should always be a teacher's first priority just like the townsfolk are always the superhero's first priority. It is my job as a future teacher to research current events, remain informed about educational topics (ASCD Smartbrief), and adapt my instruction accordingly. It's hard to become a great a
teacher with change and adaptability.
lnApTABrlffY
MDSTA Conference Report (Choice Assignment)
I attended the Metropolitan Detroit Science
Teachers Association (MDSTA) conference
on November 10, 2012 atWoodhaven High School.
I attended three presentations, visited the
Rock Shop, and observed informational booths. This paper will provide an overview of my experience of the activities at three of the sessions of the conference: Understanding New Science Standards, Students Music Videos, and Spectacular Science Showcase. The Understanding New Science Standards presentation was a collection of visual presentations about the 5E science standards: engage, explore, explain, elaborate, and evaluate. I talked to future teachers about the new science standards as they displayed 5E lesson poster boards.
I collected nine 5E lesson plans that I hope to incorporate into future lessons and
classrooms! My favorite lesson was designed by Katelyn Kimpel and Mary Scapini. The purpose
of this lesson was to introduce students to the science of tornados. Students created their own tomado in a two-liter bottle using two bottles, food coloring, dishwashing detergent, a metal washer, and duct tape. The engage was so engaging that it stole my attention from another presentation. Students entered a dirty classroom (e.g. desks overtumed, papers scattered, toys misplaced, etc...) and felt the effects of a classroom tornado. This session specifically targeted the changing Michigan GLYCs by providing lesson examples that taught multiple GLYCs. For instance, the tomado lesson targeted four Michigan GLYCs that described, generated,
communicated, and demonstrated specific science concepts. I acquired new information through hands-on presentations. I received valuable feedback about each lesson design.
I collected
multiple handouts that incorporated new ideas about the 5E science standards. I thoroughly enj
oyed these interactive science presentations
!
The Students Music Videos presentation described a lesson that utilized technology to enhance earth science. The presenters were elementary school teachers (Diane Krzyaniak and
Michael Hall) who used this lesson in their classrooms. They provided a thorough description
of
the lesson activity and valuable feedback about the successes/failures of the lesson. Students chose a favorite song, changed the lyrics to match an earth science concept, and recorded a music
video about the earth science lyrics. The presenters played completed music videos designed by some of their previous students. These music videos targeted specific areas of earth science o'Forget You" by Cee Lo Green to GLYCs. For instance, students changed the lyrics of the song
explain the rock cycle. Students compared/contrasted the formation of rock types (igneous, metamorphic, and sedimentary) and demonstrated the similarities/differences using the rock cycle model (E.SE.06.41). The lesson idea surrounded technology which is seen throughout each section of the Michigan GLYCs. Students Music Videos was organized; however, they had several technological problems. This was ironic since their presentation was about the use
of
technology to enhance leaminy'teaching. The detailed information was advanced and valuable; howevero I thought it was also complicated and unpractical. I would love to try music videos in
my future classroom with certain modifications! The Spectacular Science Showcase Presentation informed about student lab led science conferences. For example, a student demonstrated the knowledge of a lab he conducted during
the school year to a family member. He also shared other samples of work and his academic progress. Kathleen Heikkenen shared a more specific example about electrical engineering. She
provided the steps, goals, and materials for a spectacular science conference setup. This presentation included multiple references to the Michigan science GLYCs. For instance, a student lab led science conference directly correlates to the Scientific Inquiry expectations (e.g.
conduct scientific investigations using appropriate tools and techniques). The specific example about electrical engineering directly correlates to the 8th grade science GLYCs involving the
forms of energy and energy transformations (e.g. describe the energy transformation when electrical energy is produced and transferred to homes and business). The session was organized which made the unknown information easier to follodunderstand. The presenter was passionate which made the topic/session interesting/fun. I was uniformed about the example topic (electrical engineering), but I grasped surface knowledge through the example of a student lab led science conference! The Metropolitan Detroit Science Teachers Association conference (MDSTA) was an
exciting and different experience. My favorite part of the conference was the reptile display in the gymnasium. I had the opporlunity to hold a six foot python! I also purchased a rock from the
Rock shop, acquired new information about scientific concepts that related to the next generation Common Core Standards, and enjoyed a full day of science! I feel content in choosing the
following three workshops
as
my attending choices: Understanding New Science Standards,
Students Music Videos, and Spectacular Science Showcase.
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EDU 2202 Introduction
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Student's Name Grade
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School & Cooperaling Teacher
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This evaluation has been designed to provide the beginning education stHdent with information about his/her strenglhs uno rir;dtion** tegchet' Please evaluate the siuderrt jn the aroaq t;stio n"t*o* , pot#i;/r ov crrecting the approprtate boxes. iour cornr*nt* woud arso be most herpfur, 4-Adv_anced;_SuFer performance, Consistently apFlied at all appreFriate tim€s
3-Froficisnt; Consistent, appropriate applicarionj iolid performancL 2-Basic; Minimel aqhievement, npprepiiate to siiuations
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Shows active ldterffii and involvement in assigned activities Seeks and follows thrqugh on suggosiiqn5 Shows senSitivity to studants' learning difference$ lnteracts in a professional manner wiih students Communicates in a clear arld effective manner
Demonstratos adaptability to new experiences lllu5fm1ffi genuine interest in students Displeys ail atiitude conducive to effective teaching Indicates a senso of responsibility and dep€ndabitity
Has poise and self<onfidence Presonts Appropriate grooming end Appearance
what is you overall evarsation of this studeni's fierd experience performance?
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Very Good
X
satisfactory
I
Unsatisfactory
Cornmenis regarding preservice teachers,pot:ential as a classroofil teachel-
4t-' Date
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EDU 3213 Educational Psychology
Field Experience Evaluation Semester and Year
Student's Name
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Grade /Subject
Schoot & cooperating Teacher
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This course presents educationa)-principles related to effective, high quality teaching and learning. For this field experience, students are required participate in a variety of classroom activities. Please evaluate the student in the areas listed below by checking the appropriate boxes. Your comments would also be most helpful
Key:
4-Advanced; Super performance, consistently applied at all appropriate times 3-Proficient; Consistent, appropriate application, solid performance 2-Basic; Minimal achievement, appropriate to situations
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1-Awareness; The ability to describe, not yet applied NA-Pre-preparation; No awareness or exposure
4
Professional Characteristics
3
2
1
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ls enthusiastic about teaching as a profession Demonstrates working knowledge of school and community
Shows active interest and involvement in assigned activities Seeks and follows through on suggestions Shows sensitivity to students' leaming differences
,./
lnteracts in a professional manner with students Communicates in a clear and effective manner Personal Characteristics Demonstrates adaptability to new experiences lllustrates genuine interest in students Displays an attitude conducive to effective teaching
lndicates a sense of responsibility and dependability Attends and is punctual Has poise and self+onfidence Presents appropriate grooming and appearance
4
Areas for Evaluation Demonstrates an understanding of typical developmental characteristics Applies understanding of development to classroom ac{ivities Strives to expand the cognitive, afGctive, physical, and social capacities of students Displays knowledge of characteristics, interests, and cultural heritage of students
lnterads well with students
-
is warm, caring, and respectful
Conveys enthusiasm for activities and has high expectations for students
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Demonstrates alertness to student misbehavior and classroom management routines. Chooses suitable learning activities, materials, and resources
Displays understanding of the different approaches to learning
EDU 3213
pg.
1
Please indicate with a check mark activities in which the student participated: Observing students/teacher(s) Assisting students Tutoring students Co-teaching/Collaborative
teaching
Monitoring seatwork, tests, centers, games, etc. Mini-teaching (giving directions, reading aloud, guiding students through worksheets, etc.) Managing small groups
Participating in non-instruclional duties (duties, recess, meetings, etc.) Please indicate with a check if the student was exposed to the following: Resourcâ&#x201A;Źs that are available throughout the school districl
Classroom rules and standards of conduct
t-/
Classroom organization and routines tvtuttlptes +proaches to assessment (standardized tests, authentic assessment, teacher-constructed tests, and portfolio assessment and grading sYstems)
Based on the Michigan Entry-Level Standards for Teachers and Danielson, C. (1996). Enhancing Professional Practice: A ftamewofu for Teaching, Alexandria, VA: Association for Supervision and Curriculum Development. (Adapted with Danielson's permission.)
Comments regarding student's potential as a classroom teacher:
Please retum
to:
Office of Teacher Education Rochester College 800 West Avon Road Rochester Hills, Ml 48307
8t12t2005
$nsm;a;s Teacher Education EDU 3213 Educational Psychology
Field Experience Evaluation f*"
rtizr-beth Grade/subject Student,sr,rr."
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This course presents educational principles related to effective, high quality teaching and learning. For this field experience, students are required to participate in a variety of classroom activities. Please evaluate the student in the areas listed below by checking the appropriate boxes. Your comments would also be most helpful.
Key:
4-Advanced; Super performance, consistently applied at all appropriate times 3-Proficient; Consisient, appropriate application, solid performance 2-Basic; Minimal achievement, appropriate to situations
'1-Awareness; The ability to describe, not yet applied NA-Pre-preparation; No awareness or exposure
Professional Characteristics
4
ls enthusiastic about teaching as a profession
3
2
1
NA
3
2
I
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Demonstrates working knowledge of school and communig
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acts in a professional manner with students
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Personal Characteristics Demonstrates adaptability to new experiences
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Displays an attitude conducive to effec{ive teaching
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lndicates a sense of responsibilig and dependability
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Attends and is punctual
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Has poise and self-confidence
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Presents appropriate grooming and appearance Areas for Evaluation
4
Demonstrates an understanding of typical developmental characteristics
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Applies understanding of development to classroom activities
L/
Strives to expand the cognitive, affective, physical, and social capacities of students
1./'
Displays knowledge of characleristics, interests, and cultural heritage of students lnteracts well with students
-
is warm, caring, and respectful
Conveys enthusiasm for activiiies and has high expectations for students Demonstrates alertness to student misbehavior and classroom management routines. Chooses suitable leaming activities, materials, and resourcee Displaye understanding of the different approaches to leaming
EDU 3213
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Please indicate with a check mark activities in which the student participated: Observing students/teacher(s)
1/'
Assisting students
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Tutoring students
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Mini-teaching (giving directions, reading aloud, guiding students through worksheets, etc.)
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Participating in non-instructional duties (duties, recess, meetings, etc.)
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Please indicate with a check if the student was exposed to the following: Resources that are available throughout the school district Classroom rules and standards ofconduct
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Classroom organization and routines
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MultiplesapproachestoaSseSSment(standardizedtests,authenticassessment,teacrre@ assegsment and grading systems)
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Based on the Michigan Entry-Level Standards for Teachers and Danielson, C. (1996). Enhancing Professlonal Practice: A framework for Teaching. Alexandria, VA: Association for Supervision and Cuniculum Development. (Adapted with Danielson's permission.)
Comments regarding student's potential as a classroom teachen
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EDU 3223 Classroom Teaching Strategies
Field Experience Evaluation Student's Name
Semester and Year
Grade /Subject This evaluation has been designed to provide the beginning education student with information about his/her strengths and teacher. Please evaluate the student in the areas listed below by checking the appropriate boxes. Your comments would also be most helpful.
Key:
4-Advanced; Super performance, consistently applied at all appropriate times 3-Proficient: Consistent, appropriate application, solid performance 2-Basic; Minimal achievement, appropriate to most situations
Professional Characteristics
1-Awareness; The ability to describe, not yet applied NA-Pre-preparation; No awareness or exposure
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lndicates a sense of responsibility and dependability ls punclual and well prepared Has poise and self-confidence
Presents appropriate grooming and appearance Domain 1: Planning and Preparation 1a. Demonstrates understanding of students' developmeni, bacligrounds, and cultijre 1b. Demonstrates knowledge of learning theory and research for planning
1c. Demonstrates knowledge of subject-area content 1d. Understands that instructional goals should reflect important learning
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1e. Designs a lesson with learning activities that are well-structured and organized
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Domain 2: The Classroom Environment
4
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2b. Models appropriate behavior at all times 2c. Supports classroom climate that conveys high expectations and pride in work 2d. Supports an inclusionary environment for students with exceptional needs 2e. Contributes to smooth transitions, maintaining routines, organizing materials 2f. Assists in managing student behavior with clear standards, monitoring, and resoonsiveness 29. Assists in using physical space to promote learning for all students
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Domain 3: lnstruction 3a. Communicates in clear, accurate manner, with appropriate level of detail
3b. Uses questioning and discussion techniques that engage all students 3c. Attempts to use students' prior knowledge/experience during instruction 3d. Strives to engage students in a variety of productive learning activities/assignments
3e. Provides timely, high quality feedback that enhances learning 3f. Demonstrates flexibility in adjusting lessons to accommodate students
39. ls beginning to reflect on quality and effectiveness of teaching Based on the Michigan Entry-Level Standards for Teachers and Danielson, C. (1996). Enhancing Professional Practice: A framework for Teaching. Alexandria, VA: Association for Supervision and Cuniculum Development. (Adapted with Danielson's permission.)
as a classroom teacher:
Please comment on the student teacher's overall
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Student Evaluation Form studenls
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Professional Characteristics
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Enthusiastic about teaching as a profession Demonstrates appreciation of the school and community Shows active interest and involvement in assigned activities Seeks and follows through on suggestions Shows sensitivity to students' learning differences lnteracts in a professional manner with studenis and staff Reflects on teaching and makes suggestions that lead to improvement
Personal Characteristics and Disposition Toward Teaching
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Demonstrates adaptability in immersion experience lllustrates genuine interest in students of various backgrounds lndicates a sense of responsibility and dependability ls punctual and well-prePared Has poise and self-confidence Presents appropriate grooming and appearance Demonstrates high moral characier as requisite for teaching Views teaching as an act of service Demonstrates an appreciation for a democratic pluralistic society Willingly shares in chores and assignments with colleagues lnteracts with colleagues in a professional manner
Planning and PreParation Demonstrates understanding of characteristics of the students' age group Demonstrates understanding of students'varied approaches to learning Demonstrates understanding of students' interests and cultural backgrounds Selects instructional goals suitable for diverse students Employs available materials and resources appropriately Employs strategies, materials, and resources in a coherent manner
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The Classroom (Learning) Environment
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Displays respect, rapport, and caring in the classroom and children's home Creates a climate that conveys high expectations and pride in work
organizesandusesphysicalspacetopromote|earningforallstudents lnstruction
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Engages students in learning in the classroom and children's home Demonstrates flexibility and responsiveness to students Displays persistence in assisting students when they are reluctant to engage in learning activity
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EDU 4503/4603 lnstructional Design and Assessment Field Experience Evaluation Form - College Supervisor Teacher Candidate's
Name
Elizabeth
Alfoldy
Semester/Year Spring 2013
/Subject Kindergarten
School & Mentor Teacher Erie Elementary, Mrs. Rimmel Grade Please evaiuate the student in the areas listed below by placing a check in the appropriate boxes. Your comments are necessary for a complete evaluation.
Key:
4-Advanced; Super performance, consistently applied at all appropriate times 3-Proficient; Consistent, appropriate application, solid performance 2-Basic; Minimal achievement, appropriate to situations
1-Awareness; The ability to describe, not yet applied NA-Pre-preparation; No awareness or exposure
Professional Characteristics ls enthusiastic about teaching as a profession
4
3
2
'l
Demonstrates working knowledge of school and community
X
Shows active interest and involvement in assigned activities
X X
Seeks and follows through on suggestions
X
Shows sensitivity to students' learning differences lnteracts in a professional manner with students and staff
NA
X
X X
Reflects on teaching and makes suggestions that lead to improvement
Personal Characteristics and Disposition Toward Teaching Demonstrates adaptability to new experiences
lllustrates genuine interest in students
X X X X
lndicates a sense of responsibility and dependability ls punctual and well-prepared Has poise and self-confidence
X
Presents appropriate grooming and appearance
X X
Demonstrates high moral character as requisite for teaching
X
Views teaching as an act of service
X
Builds classroom that embodies a democratic pluralistic society
Planning and Preparation
4
Demonstrates knowledge of content for planning and instruction
2
1
X X
X
Models scholarship in all teaching and learning activities Exhibits creativity in preparation Uses variety of materials and organizes them in advance
The Classroom Environment Creates environment of respect, rapport, and caring
X X 4 X
3
X
Establishes classroom climate that conveys high expectations and pride in work Manages classroom procedures such as transitions, routines, materials, and supplies
X
Manages student behavior through clear standards, monitoring, and responsiveness
X
Revised 2-22-2012
NA
X
Demonsirates understanding ofstudents'development, backgrounds, and culture Selects instructional objectives that reflect important learning
3
2
,l
NA
lnstruction Secures attention and participation Clearly communicates subject(s) with appropriate level of detail
4 X X
3
2
1
NA
X
Provides examples or demonstrates skill Uses questioning and discussion techniques that engage all students Engages students in productive learning activities and assignments
X X X X
Maintains appropriate pace and keeps students on task Provides timely, high quality feedback that enhances learning
X
Links independent practice/homework to instructional goals
(1996). Based on the Teacher Education Program Learning Outcomes and Goals, Professional Standards for Michigan Teachers, Danielson, C. Enhancing professional practice: A framework for Teaching. Alexandria, VA: Association for Supervision and Curriculum Development. (Adapted with Danielson's permission.).
Comments of college suPervisor: Elizabeth introduced the lesson by saying that the students would be reading a new book and having fun today. She delivered on her promise by involving the children in a positive and energetic way while using various teaching strategies and class management techniques that kept them enthusiastically involved without losing control. She instructed the children to rJise their hands if they wished to answer. At one point she acknowledged one student who had answered correcfly but added that because she had failed to raise her hand she would call on someone who had done so. She informei tnem that she would like them to make the animal sounds described in the book. However, she was careful to explain that they could only continue the sound until she gave them a visual cue that would signal them to be quiet. This technique was very successful and she only had to remind them of the meaning of the signal on a couple of occasions. Elizabeth indicated that she had not planned for such a signal but quickly realized that it was necessary when she began the lesson. This is a good example of the ability to improvise and make changes as a lesson prbceeds. lt is alkill that is essential for teachers and shows that she has the natural instincts that accompany successful teaching. She read in a clear, well-modulated voice that was easily heard by all students. Unfortunately, the book used was small and it was difficult for the children to see the pictures. However, Elizabeth did her best to display the pictures in the best way possible. Throughout, Elizabeth asked questions that incorporated the Common Core State Standards and the Grade Level Content Expectations in a creative and interest-generating manner. She involved allthe students by distributing the questions around the group. She used appropriate positive reinforcement and praise for the responses.
After completing the reading, she carefully explained that she wanted the children to pick an animal and complete a what do you hear? I hear a page that followed the pattern of the book. " ing in my ear." She then reviewed what they were to do by asking several of the students to repeat the instructtons. Elizabeth also asked them to draw a picture of the animal and its environment. When seeking students to demonstrate what they planned to do, she carefully explained that she was going to call on those who were "sitting up straight, smiling, and with their hands in their laps." She appropriately praised students who came up with examples of animals that were not named in the book and commended them for their ingenuity. This was a very effective strategy. The transition from the group seated on the floor to the work tables was handled in an efficient, professional manner.
-,
-
There was a clear indication of mutual respect and rapport in the classroom. Elizabeth showed a genuine interest and demonstrated patience, sensitivity, and caring while assisting individual students who had difficulties in completing the assignment. Elizabeth demonstrates the characteristics and skills required to work with children and has a personality that is compatible with helping them to adapt to the increasingly diverse classrooms in today's schools.
-4 (1a8' Date
Date Revised 2-22-2012
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$rysmarB Teacher Education EDU 4503/4603 lnstructional Design and Assessment Field Experience Evaluation Form - Gollege Supervisor Teacher Candidate's
Name
Elizabeth
/Subject
Alfoldy
SemesterfYear Spring 2013
Observation
School & Mentor Teacher Erie Elementary, Mrs. Rimmel Kindergarten Second Grade Please evaluate the student in the areas listed below by placing a check in the appropriate boxes. Your comments are necessary for a complete evaluation.
Key:
4-Advanced; Super performance, consistently applied at all appropriate times 3-Proficient; Consistent, appropriate application, solid performance 2-Basic; Minimal achievement, appropriate to situations
1-Awareness; The ability to describe, not yet applied NA-Pre-preparation; No awareness or exposure
Professional Characteristics ls enthusiastic about teaching as a profession
4 X
2
1
NA
X
Demonstrates working knowledge of school and community
Shows active interest and involvement in assigned activities
3
X X
Seeks and follows through on suggestions
X
Shows sensitivity to students' learning differences
lnteracts in a professional manner with students and staff
X
Reflects on teaching and makes suggestions that lead to improvement
X
Personal Gharacteristics and Disposition Toward Teaching Demonstrates adaptability to new experiences lllustrates genuine interest in students
X X X X
lndicates a sense of responsibility and dependability ls punctual and well-prepared Has poise and self-confidence
X
Presents appropriate grooming and appearance
X
Demonstrates high moral character as requisite for teaching
X
X
Views teaching as an act of service
X
Builds classroom that embodies a democratic pluralistic society
Planning and Preparation
4
Demonstrates knowledge of content for planning and instruction
2
,,
X X
X
Models scholarship in all teaching and learning activities Exhibits creativity in preparation
X
Uses variety of materials and organizes them in advance
X
The Classroom Environment Creates environment of respect, rapport, and caring
4 X
Manages student behavior through clear standards, monitoring, and responsiveness
Revised 2-22-2012
3
X
Establishes classroom climate that conveys high expectations and pride in work Manages classroom procedures such as transitions, routines, materials, and supplies
NA
X
Demonstrates understanding of students' development, backgrounds, and culture Selects instructional objectives that reflect important learning
3
X X
2
,,
NA
lnstruction Secures attention and participation Clearly communicates subject(s) with appropriate level of detail
4 X X
3
Engages students in productive learning activities and assignments Maintains appropriate pace and keeps students on task
1
NA
X
Provides examples or demonstrates skill Uses questioning and discussion techniques that engage all students
2
X X X
X X
Provides timely, high quality feedback that enhances learning Links independent practice/homework to instructional goals
Based on the Teacher Education Program Learning Outcomes and Goals, Professional Standards for Michigan Teachers, Danielson, C, (1996). Enhancing Professional Practice: A framework for Teaching. Alexandria, VA: Association for Supervision and Curriculum Development. (Adapted with Danielson's permission.).
Comments of college supervisor: Elizabeth began the lesson by telling the students that she would be reading a story. She said that they probably knew the answers to what she was going to ask but instructed them that she would like them to raise their hands in order to respond. She showed the children a Dr. Seuss book with a picture of the Cat in the Hat and asked if they recognized the character. They knew immediately that the author was Dr. Suess. She asked what he liked to do in his books and they were aware of his technique of rhyming. She effectively reviewed the terms author and illustrator.
After reminding them that they should raise their hands before participating, Elizabeth read I am Not Going to Get Up Today in an animated and enthusiastic manner. She articulated her words well and used appropriate emphasis. She took the time to ensure that all students saw the illustrations in the book. She interjected questions about the book and asked the students to predict what rhyming word might come next. She pointed out the use of place names and nonsense words. She asked why the author might have used the nonsense words. The students had several suggestions but none of them hinted at the reason for their use. She then told them that they were used to produce rhymes. This is a good technique. When leading questions do not elicit a reasonable response, it is time to reveal the answer. The children were fully engaged in the lesson and were enthusiastic participants in the discussion. Elizabeth was consistent in her frequent reminders that they needed to raise their hands and not shout out answers. She used the children's names when she called on them and spread the questions throughout the class, giving everyone a chance to provide answers or ask questions. She asked what attempts were being made to get the boy out of bed. She used some subtle clues, such as pointing to a policeman in the picture and pointing downward to indicate that the boy was going to remain where he was. One student provided a particularly insightful suggestion, "Maybe they are trying to wake him up with a crowd." Elizabeth provided appropriate feedback and encouragement throughout.
When she asked if the children had any questions, one student asked something that had no relevance to the lesson. Without making the child feel he was being scolded, she followed up with, "Do you have any questions about the book? Raise your hand if you do." The children were becoming restless and she told them that she had planned an activity but since they were wiggling around they might not be able to do it. She did an excellent job of explaining and clarifying the instructions for the activity which involved matching pictures of rhyming items. She told them that they would be warming up by working through an example and she proceeded to do so. She asked if they had any questions needed clarification. After several questions, some of which she identified with, "That's a good question," Elizabeth told them that if they had anything additional, they were to ask their group members. lf none of them could help, they it was appropriate to come and ask her. This useful strategy prevented a possible parade of children with simple questions. While the children were working, Elizabeth interrupted, saying that she had instructions about what to do when they finished. She made certain that all students were paying attention by telling them to look at her if they understood. The activity went well and she moved about the room giving smiley faces as they completed their work.
Elizabeth's Lesson Plan was concise and complete with standards, expectations, objectives, and strategies well outlined. ln our discussion following the lesson, she demonstrated an excellent ability to reflect meaningfully on what she had planned, what actually occurred, and what she might do differently. Elizabeth slowed that she possesses the knowledge and skills that will make her a caring and teacher. I would not hesitate to recommend her for such a position.
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EDU 4503/4603 lnstructional Design and Assessment Field Experience Evaluation Form - Mentor Teacher Teacher Candidate's Name Grade
/subject
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School & Mentor Teacher
Please evaluate the student in tlie areas listed below by placing a check in the appropriate boxes. Your comments are necessary for a complete evaluation.
Key:
4-Advanced; Super performance, consistently applied at all appropriate times 3-Proficient; Consistent, appropriate application, solid performance 2-Basic; Minimal achievement, appropriate to situations
1-Awareness; The ability to describe, not yet applied NA-Pre-preparation; No awareness or exposure
Professional Characteristlcs
4
3
2
1
NA
4
3
2
1
NA
4
3
2
1
NA
ls enthusiastic about teaching as a profession Demonstrates working knowledge of school and community
Shows active interest and involvement in assigned activities Seeks and follows through on suggestions Shows sensitivity to students' learning differences lnteracfs in a professional manner with students and staff Reflects on teaching and makes suggestions that lead to improvement
Personal Characteristics and Disposition Toward Teaching Demonstrates adaptability to new experiences lllustrates genuine interest in students lndicates a sense of responsibility and dependability ls punctual and well-prepared Has poise and self-confidence Presents appropriate grooming and appearance Demonstrates high moral character as requisite for teaching
Views teaching as an act of service Builds classroom that embodies a democratic pluralistic society
Planning and Preparation Demonstrates understanding ofstudents'development, backgrounds, and culture Selects instruc{ional objectives that reflect important learning Demonstrates knowledge of content for planning and instruction Models scholarship in all teaching and learning activities Exhibits creativity in preparation Uses variety of materials and organizes them in advance
The Classroom Environment Creates environment of respect, rapport, and caring Establishes classroom climate that conveys high expeclations and pride in work
Manages classroom proc,edures such as transitions, routines, materials, and supplies Manages student behavior through clear standards, monitoring, and responsiveness
Revised 2-22-2012
lnstruction
4
2
3
NA
1
Secures attention and participation Clearly communicates subject(s) with appropriate level of detail Provides examples or demonstrates skill Uses questioning and discussion techniques that engage all students Engages students in productive learning activities and assignments
Maintains appropriate pace and keeps students on task Provides timely, high quality feedback that enhances learning Links independent practice/homework to instructional goals
Based on the Teacher Education Program Learning Outcomes and Goals, Professional Standards for Michigan Teachers, Danielson, C. (1996). Enhancing Professional Practice: A framewoft for Teaching. Alexandria, VA: Association for Supervision and Curriculum Development. (Adapted with Danielson's permission.).
Comments of mentor teacher:
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Student Teaching Handbook
$s?Eil"fE'n Teacher Education
Rochester College
Observation Form School
Student
Mentor Teacher
Grade /Subject Plus (+)
:
solid performance Check: Basic achievement Minus
t Completes lesson plans ,f Chooses appropriate objective * Understands content luses a varietY of materials zL Shows creativity
* ts l,,nf
S."ur.r
attention/engages students
Cleuly communicates subject Uses questions to promote discussion Provides examples or demonstrates skills
Maintains appropriate Pace
:
area
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:
not observed
f Offers timely feedback --FUt.t independent practice to meet objective classroom procedures Manages * .r'r- Creates environment ofrespect and rapport t Displays enthusiasm and high expectations
Summary of Observation
Comments of
Follow-up:
O * '*, *," L /3
Date
Rochester College
Student Teaching Handbook
$nssffiagB Education Teacher
EDIJ 472814828 Student Teaching
Midterm Evaluation
School and Mentor Teacher
Grade /Subject
professional potential' place a check mark before the description below which, in your opinion, most nearly describes your student teacher's I believe that he/she will become a high quality, effective rn"student teacher exceeds expectations (advanced) in alr areas of teaching and
d
teacher.
tr
more opportunity for professional growth, he/she is almost The student teacher has demonstrated proficiency in all areas of evaluation. with certain to become an outstanding teacher.
D tr !
continued mentoring and practice, I am convinced that he/she The student teacher is progressing toward becoming an effective teacher. with will do well in student teaching. For his/her own good, however, it would probably be best if The student teacher has demonstrated the basic skills associated with teaching. he/she would strive toward higher levels of achievement' program' The student teacher is below basic in the skills required in the student teaching
are necessary for a complete please evaluate the student in the areas listed below by placing a check in the appropriate boxes. Your comments evaluation.
times 4-Advanced; Super performance, consistently applied at all appropriate 3-Proficient; Consistent, appropriate application' solid performance 2-Basic; Minimal achievement, appropriate to situations
4
Professional Characteristlca ls enthusiastic about teaching as a profession Demonstrates working knowledge of school and community Qhnurc anlive intarest and i
1-Awareness; The ability to describe, not yet apptied NA-Pre-prgparation; No awareness or exposure
nt in assiqned activities
eaak< end fnllnws throuoh on suoqestions Shnws sensitivitv to students' learninq differences
lnteracts in a professional manner with students and staff c)afla^te an larchinc and makes that lead to imProvement
Personal Characterlstics and Disposition Toward Teachlng Demonstrates adaptability to new experiences lllustrates genuine interest in students
lndicates a sense of responsibility and dependability ls punctual and well-Prepared Has poise and self-confidence
Presents appropriate grooming and appearance rramnncrrrfae hinh mnral character as reouisite for teaching Views teaching as an act of service Builds classroom that embodies a democratic pluralistic society
36
3
2
1
NA
Rochester College
Student Teaching Handbook
Planning and Preparation
NA
4
3
2
4
3
2
1
NA
4
3
2
1
NA
1
Demonstrates understanding of students'development, backgrounds, and culture Selects instructional objeclives that reflect important learning Demonstrates knowledge of content for planning and instruction t\irartelc ceholarshin in all teachino and learninq activities
Develops weeklY lesson Plans Exhibits creativity in preparation
Tanqlafes conlenf into meaninoful activities and experiences Uses variety of materials and orgdnizes them in advance
The Classroom Environment Creates environment of respect, rapport, and caring
Establishesclassroomclimatethatconveyshighexpectationsandprideinwork and supplies Manages classroom procedures such as transitions, routines, materials, responsiveness and qtilrtent monitoring, t\trnrnec hehavior throuqh clear siandards,
Organizes and uses physical space to promote learning for all students
Inclfi r.ti^n
Secures attention and participation Clearly communicates subject(s) with aPpropriate level of deiail Provides examples or demonstrates skill
U*,
qruttioning and discussion techniques that engage all students
eng"g"t
students in productive learning activities and assignments
Maintains appropriate pace and keeps students on task .:-^r., h;^h ^,,olifrr foadhqnk th2i enhances leafninq in adirrstino lessons to accommodate students qoals ^r.^ri^a/hnmcwork lo instructional
'
Assists in maintaining accurate records of student
progress
-
pr""s" inai"ate with a ctleck mark activities in which the student participated: a gradual induction schedule and progressing on schedule "ornplut"d special needs earticipating in inclusive and collaborative activities for students with
H.,
earticipating in co-teachingicollaborative
t"""h'!9'ntttugi*1 t99:l'
Planning culturally-relevant educational activities Using technology to enhance instruction
aggtnlg ffionofstandardizedand/orstate-mandatedassessment\AflP ructed tests' and Portfolio Participating in extracurricular activities
Assuming responsibility for non-instructional duties
-
(1996)' program Learning outcomes and Goals, Michigan Entry-Level standards forTeachers, and Danielson' c' Based on the Teacher Education and curriculum Development' (Adapted for Supervision AsJociation vA: piiii"i,, elexandria, professional rorlea-ciigt. f/amework A Enhancing
with Danielson's Permission.)
J/
Rochester College
Student Teaching Handbook
Comments of mentor teacher:
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Studmt Teaching Handbook
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Teacher
Observation Form School
Mentor Teacher
Grade /Subject = solid performance Check
-+*'
Completes lesson Plans Chooses approPriate obj ective Understands content Uses a variety of materials Shows creativitY
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Basic achievement Minus
Secures attention/engages students CLearly communicates subject Uses questions to promote discussion Provides examples or demonstrates skills tvtaintains appropriate pace
Summary of Observation-
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Offers timely feedback Uses independent practice to meet objective classroom procedures Creates environment ofrespect and rapport Displays enthusiasm and high expectations
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Challenging Academics. Christian Community.
-d$
OCHESTE
3
-COLLEGE-
May 19,2010 Office of Academic Services
Elizabeth Alfoldy 16712 Heatherwood Clinton Twp, M|48038 Dear Elizabeth, Gongratulations on your academic accomplishments at Rochester College. Each term we compile a list of all students who qualify for the Dean's List. To qualify for the Dean's List, a student must complete at least 12 hours of work and achieve at least a 3.30 grade-point average for the semester with no grade below a "C" or an "lncomplete." We are pleased to inform you that your name is on this list for the Spring 2010 term.
This honor places you among the select few college students who produce such an outstanding record. We want you to know that we appreciate your fine work. Our faculty is honored to have students with academic abilities as strong as yours. Normally, students who take advantage of their opportunities to study and learn while in college find rich rewards in their lives after graduation. We hope you will continue your fine work and that your college experience will prove valuable to you. Sincerely,
62ru-. Tracey S. Hebert, Ph.D. Acadernic Dean
800 West Avon Road
I
Rochester Hills, Michigan 48307
I
248.218.2000
I
rc.edu
Ch a I I e ng i n g
Aca de m i cs. Ch risti a n Co m m
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ity.
January 11,2Q12 Office of Academic Services
Dear Elizabeth Marie Alfoldy, Congratulations on your academic accomplishments at Rochester College. Each term we compile a list of all students who qualify for the Dean's List. To qualify for the Dean's List, a student must complete at least 12 hours of work and achieve at least a 3.30 grade-point average for the semester with no grade below a "C" or an "lncomplete." We are pleased to inform you that your name is on this list for the Fall 2011 term.
This honor places you among the select few college students who produce such an outstanding record. We want you to know that we appreciate your fine work. Our faculty is honored to have students with academic abilities as strong as yours. Normally, students who take advantage of their opportunities to study and learn while in college find rich rewards in their lives after graduation. We hope you will continue your fine work and that your college experience will prove valuable to you. Sincerely,
,./*, *,lff^drrfrlrule,/:4* Dr. Katrina VanderWoude Academic Dean
800 West Avon Road
I
Rochester Hills, Michigan 48307
I
248.218.2000
I
rc.edu
OCHESTE
# -COLLEGE^'
Challenging Academics. Christian Community.
January 11,2013
Dear Elizabeth Marie Alfoldy: Congratulations on your academic accomplishments at Rochester College. Each term we compile a list of all students who qualify for the Dean's List. To qualify for the Dean's List, a student must complete at least 12 hours of work and achieve at least a 3.30 grade-point average for the semester with no grade below a rrcrr or an "lncomplete." We are pleased to inform you that your name is on this list for the fall 2012 term.
This honor places you among the select few college students who produce such an outstanding record. We want you to know that we appreciate your fine work. Our faculty is honored to have students with academic abilities as strong as yours. Normally, students who take advantage of their opportunities to study and learn while in college find rich rewards in their lives after graduation. We hope you will continue your fine work and that your college experience will prove valuable to you. Sincerely,
Dr. Katrina VanderWoude Vice Provost of Academic Affairs & Strategic lnitiatives
800 West Avon Road
I
Rochester Hills, Michigan 483A7
I
248.218.2000
I
rc.edu
OCHESTE
# -COLLEGE-
Challenging Academics. Christian Community.
May 8, 2013
Dear Elizabeth Marie Alfoldy: Congratulations on your academic accomplishments at Rochester College. Each term we compile a list of all students who qualify for the Dean's List. To qualify for the Dean's List, a student must complete at least 12 hours of work and achieve at least a 3.30 grade-point average for the semester with no grade below a "C" or an "lncomplete." We are pleased to inform you that your name is on this list for the Spring 2013 term.
This honor places you among the select few college students who produce such an outstanding record. We want you to know that we appreciate your fine work. Our faculty is honored to have students with academic abilities as strong as yours. Normally, students who take advantage of their opportunities to study and learn while in college find rich rewards in their lives after graduation. We hope you will continue your fine work and that your college experience will prove valuable to you. Sincerely,
Dr. Katrina VanderWoude Vice Provost of Academic Affairs & Strategic lnitiatives
800 West Avon Road
I
Rochester Hills, Michigan 48307
I
248.218.2000
I
rc.edu
Dear
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personalty thank each and every one of you that cdme out snd dressed up' it was supported the Halloween Hop. Whether you helped, or come all of you' We all know the Leader in Me the great support
t
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from amazing to see direct is doing amazing things at our school, and we as the PTO are seeing the results. we budgeted $zooo for this yeor's Halloween Hop; our income from qnd q record event was over $9000, amazing!!!We had 407 ppl pre'register, you how amount of 287 ppt that come and paid ot the door. t iust cqn't tell the night I much your being there did not onty help the success, but throughout kept hearing "my teacher's here" It meant a lot to your students, and I truly can't thank you enough for supporting the PTO'
Thanks,
Krista Wdtts
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week's Hobit is Hobit 6: Synergize. We will be using the opples thot we collected oi Bloke's Orchord to moke opplesouce ond proclice synergizing. Remember to look for your porent connection for ideos obout how Hobii 6 con be procticed of home.
This
we ore celebroting Red Ribbon Week by toking o siond ogoinst drugs. olcohol, tobocco, ond violence. The entire school is porticipoling in o fun dress code eoch doy of the week. Show your support ond weor the following dress code: Mondoy: Weor Red Red Ribbgn Week: This week
Tuesdoy: Weor Erie Clothes Wednesdoy: Weor o Bright Color Thursdoy: Weor Potriotic Geor Fridoy: Weor Sports/Activity Clolhes Eqrlv Releqse Dov: This Wednesdoy (October 23) is on eorly releose doy. School is dismissed oi 2:18 p.m. Pleose send o noie lf your child needs to ottend
lotchkey becouse of the dismissolchonge. Filness Night: This Thursdoy (October 24) is fitness night from 6:30 p.m. to 8:30 p.m. There will be different octivities set up oround the schoollhot promote heolthiness. Rumor hos it thot Mrs. Rimmel is helping leod o kickboxing closs in the gym. HiYol
Letlers of the week: Vv ond Ww. The letter homework hos been timely ond neot. Thonk you porents for your dedicotion ond support. We ore synergizing! Sioht Words: This week's sight words or.?3, is, ond hove. Eoch Fridoy your child will bring home o sight word ring in his/her Erie folder. Pleose remember to send the sight word ring bock on Mondoy so we con odd more sighi words for the following week.
librorv: Pleose remind your child Thursdoy.
5S6-723-5+8.S
Reminders:
*Send o NOTE if your child's tronsportqtion schedules chonges. Plesse ffiake sure to include your child's name ond the dote of
the chonge. *Pleose rnoke sure shoes aresafefo? ploying in oufside. Open toed shoes qllow for mulch injuries.
Specials Classes
Mon. Art
io bring bock his/her librory book every
Tues: Music
Beinq o Wriler:This week we will be writing obout ploces thot we might know. We will use the book Citv Siqns to spork ideos. The students ore groduolly tronsforming into excited ond confident writers!
Wed. Phys. Ed.
Mqth: This week we continue recognizing ond writing numerols. This sounds unexciting; however, we do fun octiviiies to keep moth interesting. For instonce, we willreod the book Point q Roinbow ond write down the number of colors thot we see on eoch poge.
Thurs. Science/Library
Thonk you! Mrs. Rimmel Miss
Alfoldy
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