Manchester College Department of Education
based on the INTASC Principles
C.A.R.E.
Curriculum Assessment Relationships Environment
Curriculum
C1- Plans informative, developmentally appropriate lessons and/or units
INTASC 2, 3, 4, 7 NBPTS 1,2
C2- Teaches subject matter accurately to insure that students can meet P-12 academic standards
INTASC 1, 3, 4, 7 NBPTS 1,2
I built this fourth-grade math lesson plan to address Indiana math standard 4.1.9: "Round two-place decimals to tenths or to the nearest whole number." The main activity (a pretend store) effectively helps students build on their past knowledge of decimals in order to round to two decimal places.
To supply kindergarteners with useful decoding strategies (as mandated in the common core curriculum RF.K.3.b), I taught this readers' workshop lesson about how to read a word containing double vowels. Students carried vowel signs around the room; one of them said their sound, and the other was silent. My follow-up matching worksheet reinforced this concept.
C3- Uses interdisciplinary instruction as appropriate
INTASC 1, 7 NBPTS 1,2
This lesson meets social studies standards and math standards simultaneously. With a limited amount of money and certain needs and limitations, students decide what to buy (scarcity, resources, community) and how much money is required (mental addition and rounding). By treating more than one subject area with the same lesson, I find time to fully address all state standards while helping students make vital connections across disciplines.
In planning to make a cake together, the kindergarteners in my student teaching placement integrated reading, writing, math, science, and cooking. First, we read and filled in missing words and numbers in a recipe, and discussed why each ingredient was necessary. Next, each child had a turn adding or mixing ingredients. Last, we ate the finished cake together while discussing the sight words up and down.
C4- Addresses subject matter from various points of view
INTASC 1, 3, 4, 5, 7 NBPTS 1,2
Using the story Going Home by Eve Bunting, I invite students to consider contrasting ideas about home. This lesson plan asks students to explore the meaning of artifacts and memories from the story and from their lives in order to understand what defines a home for different people.
This 5th grade history lesson on the Boston Massacre offers students four different artistic representations of the event. In groups of four, they must answer questions about their assigned picture. Then all groups come together to discuss differences in the four depictions. This compare-contrast activity leads students to reflect on why an artist would emphasize certain details and neglect others.
C5- Teaches students to use critical thinking and problem solving strategies
INTASC 4, 5, 7 NBPTS1,2
This lesson plan on perimeter demonstrates my ability to teach students to solve a problem in different ways. They all encounter the same problem, but I help them explore the pros and cons of the alternative approaches that they propose.
I used MaryAnn Easley's Alone in the Ice World as a text for a 5th grade literacy circle in my college class. After identifying anchor passages, I wrote minilessons to address comprehension strategies such as activating background knowledge and inferring. In the extension activity, students critically analyze the positive and negative consequences of "progress" and create squares for a progress quilt.
C6- Uses effective questioning strategies
INTASC 4, 5, 7 NBPTS1,2
In this book activity, I wrote six questions of increasing complexity based on the children's book Owl Moon. The questions move from literal(e.g., "Make the sound of an owl call used by the girl's father") to inferential and critical (e.g., "Is owling a good parent-child activity? Why or why not?"). The rubric credits me with grasping Bloom's taxonomy of questions at a deep level.
After teaching kindergarteners a readers' workshop minilesson about the 5 Ws, I guided the students to ask questions about a big book we looked at as a class. Then each student found a partner and filled out a "Questioning Owl" booklet on a book of their choice. Students illustrated something for who, what, where, when, and why.
Assessment
Assess students' learning and development with a variety of measures to aid in
appropriate and effective instructional planning.
A1- Develops appropriate tools to assess learning
INTASC 4, 8 NBPTS 3
A2- Assesses learning through standardized and/or teacher constructed tests to drive future instruction
INTASC 8 NBPTS 3
I administered this running record to a girl in first grade. My markings and calculations demonstrate my ability to assess student learning using prepared tests. I reported the results to the first grade teacher, and we used the finds to conclude that this girl should continue to read books marked "Level M."
Student completed this worksheet on counting by 2s and 10s. After looking at the students' work and noting how much they had to erase and rewrite their answers, I discerned that most of them were ready to take the lesson test the following day. I pulled out the few who could not count well by 2s in higher numbers and practiced the concept using manipulatives and games. All students took the test the following day.
A3- Assesses learning through appropriate alternative measures to drive future instruction
INTASC 4, 8
NBPTS 3
After interviewing a four-year-old girl and her parent, I administered three emergent literacy assessments (Marie Clay's CAP, letter identification, rhyming and initial sounds) to determine the girl's level of reading readiness. After analyzing the results, I chose appropriate literacy activities to extend her skills. This paper summarizes my reader case study.
Kindergarten students used this mass-produced worksheet from Envision Math to practice counting by 2s and 10s, but I used the same worksheet for a very different purpose: to find reversals in the numerals that students were writing. This student could count by 2s and 10s perfectly if tested orally, but I used this worksheet to determine his trouble with reversing many numerals. This information guided my choice of math centers and the way I structured the math test.
A4- Uses a variety of appropriate, authentic assessment tools and methods
INTASC 4, 8 NBPTS 3
Based on the results of a written pre-assessment for 5th grade Social Studies students, I adjusted and taught a lesson (assessments included) on African trading empires. After the students took the post-assessment, I analyzed the impact of my teaching and reflected on the results of the assessments.
As a final assessment for a 5th grade unit on the American Revolution, I presented students with a list of comprehensive projects and associated grading criteria to show their understanding of this important historical period. The projects are intentionally authentic and nontraditional; the list includes very few strictly written projects to choose from.
Relationships
Establish
professional and reciprocal relationships with others invested in P-12 students'
learning.
R1- Demonstrates sensitivity for diversity with students, colleagues, parents, college faculty, and/or community agencies
INTASC 3, 4, 5, 6, 7, 8, 9, 10 NBPTS 5
This workshop certificate demonstrates my efforts to understand the role of socio-economic status in a child's education. My eyes were opened as I played the role of a young single mother in a poverty simulation. I adjusted my philosophy of homework: I now consider the kind and amount of homework I assign in light of the unique learning challenges of my students in poverty.
In this paper, I explore the value of diversity in the classroom and in society. I write about overcoming my own prejudices, recognizing the many groups we all belong to, and capitalizing on the richness different perspectives. The rubric shows that I grasped the essence of the workshop.
R2- Demonstrates with full awareness of ethical and legal responsibilities of teachers
INTASC 7, 8, 9 NBPTS 4,5
After observing and teaching math in a first-grade classroom, my cooperating teacher wrote about my teaching and evaluated me using this rubric. This experience strengthened my commitment to responsible and ethical teaching practices.
In this end-of-semester reflection, I look back at the lessons I learned while working with kindergarteners and 5th graders. Along with daily teaching, I accompanied 5th graders on a trip to Chicago and to a baseball game, which gave me further insight into a teacher's responsibilities and influence on students and families.
R3- Values life-long learning, personal/professional development, and/or service orientation
INTASC 9 NBPTS 4, 5
Over the course of six weeks, I observed five hours of literacy instruction at a total of five schools. Based on my notes, I wrote this reflection paper to help me sort through what I saw and consider which practices I would like to incorporate into my own classroom. This experience strengthened my resolve to surround myself with mentors and model teachers.
After completing all education courses and general education, I reflected how my liberal arts education has informed and shaped my teaching and my view of a teacher's role. In concluded that since life is not divided into discrete majors, no student's education should be, either.
R4- Models appropriate oral communication skills
INTASC 6 NBPTS 1, 2
With a partner, I prepared an oral presentation on Dr. Eileen Kahlberg VanWie's theories and methods of implementing democratic learning communities in technology-rich environments. After a humorous attention-getter, we taught and then assessed the students' understanding through a cell phone activity. I evaluated my teaching and compared it with my professor's feedback.
As part of a group of three education students, I created a user-friendly packet of activities for 3rd graders and 4th graders to use at the North Manchester Center for History. The packet includes a memo to museum staff, hands-on activity sheets that help students explore the farm exhibit, and information for classroom teachers and parents. This project required me to personally interview the museum director to ensure that the materials would interest and educate the youngest museum patrons.
R5- Models appropriate written communication skills
INTASC 6 NBPTS 1, 2
After studying the work of math educators and technology theorists, I wrote this paper to express my philosophy on the appropriate use of technology in the classroom. I address both the equalizing effect and the potential resource drain of tools such as computers and calculators, and the advantages they offer in preparing students for a society saturated in technology.
After writing a short paper on the topic "No Rules for a Day," students achieved a score generated by Criterion, a computer writing program. Then I read their papers and offered some human feedback according to this rubric. I began with specific, positive feedback, praising the student for using things he had learned in class. Then I marked some areas of improvement to guide his revisions.
R6- Motivates students to learn individually, collaboratively, and cooperatively
INTASC 2, 3, 4, 5, 6 NBPTS 1, 2, 3
In this lesson on trees as habitats, I arrange for student groups to collaborate in investigating trees for signs that organisms are living or have lived in the trees. Taking on individually-tailored roles in the groups helps students cooperate to achieve the learning objective. In the whole class follow up discussion and the personal notes and drawings, I incentivize learning on one's own as well as with others.
As part of a readers' workshop about digging for details, I taught a minilesson called "Digger the Dog." Using a nonfiction big book, I guided the students to identify several details in the book. We co-wrote the statements that appear in this "hamburger" graphic organizer. Then pairs of students filled out their own hamburger sheets after reading a nonfiction book at their level.
R7- Plans lessons in collaborative teams
INTASC 6, 10 NBPTS 5
To help kindergarten students learn that the letters ch usually say the /ch/ sound, I collaborated with the teacher next door and used her "Digraph Kids" packet and sorting activity. I adapted the sorting activity for the SMART board (a drag-and-drop game), so that I reinforced the letter-sound correspondence in two different ways using contrasting media.
Environment
E1- Differentiates learning opportunities that respond to individual learning styles and learning challenges
INTASC 2, 3, 4, 5 NBPTS 1, 2, 3
In this 5th grade thematic unit on the American Revolution, I crafted a variety of activities to teach about the causes and effects of this important event. Each lesson explicitly incorporates multiple intelligences, higher-level questioning, enrichments and adaptations for special needs, and a different mode of teaching (e.g., dramatizations, technology, writing about primary sources, music).
Knowing that several kindergarten students bristle when asked to write, I created a lesson based on snowflakes that involved multiple intelligences. A few students who balked at the rest of the activity became enthralled with cutting snowflakes, and they did not object to the small amount of writing associated with the snowflake poster.
E2- Uses a variety of teaching methods and materials
INTASC 2, 3, 4 NBPTS 1, 2, 3
This literature focus unit explores Dr. Seuss as an author and the themes in his books. Created as a group project, the activities span four school weeks and include many aspects of reading and writing, as well as music, math, and cooking. Students of all academic abilities have opportunities to succeed and grow while participating in this unit.
After carefully choosing 30 quality trade books in five different genres, I created this list of classroom extension activities. Each activity is linked with an academic standard. Using a variety of approaches and multiple intelligences, these motivational activities allow students to meet standards and explore books at the same time.
E3- Uses a variety of appropriate media and technology
INTASC 2, 3, 4 NBPTS 1, 2, 3
I looked at the children's book How I Learned Geography by Uri Shulevitz through a Social Studies lens and created this technology project. To complete the six tasks in this project, students must follow directions and use Internet resources. The tasks require students to build background knowledge, examine climates, engage in word study, and explore and create maps.
Two mornings per week, I led two or three kindergarten students in a student-centered writing activity on the SMART board. Sporting reporter hats, those students wrote short sentences about a given topic. I printed out their writing directly from the SMART board, and then typed their words onto a worksheet for easier reading. Students used the worksheet to count words, to find certain words or numbers, or to highlight writing conventions.
E4- Keeps records to monitor, document, and report student progress
INTASC 8, 10 NBPTS 1, 3
This reflection on my first grade math teaching and tutoring demonstrates my efforts to document how well my first grade student was responding to my tutoring. Twice a week, I assisted her in completing class work and practicing concepts she struggled with. I reported to her teacher regularly and tracked improvement weekly for 10 weeks.
During the 9-minute silent reading time in kindergarten, I chose a different student each day to read aloud to me. As the student read to me, I made brief notes in a notebook with that student's name on it. This type of informal record keeping ensured that I read one-on-one with all students on a regular basis, and it supplied me with information I could easily consult in a conference.
E5- Manages student behavior in positive, safe ways
INTASC 2, 5 NBPTS 1,3
My behavior management plan shows my ability to apply the theories of educators and psychologists to my classroom. The plan contains my management philosophy, top beliefs, a description of routines and procedures, my classroom layout, and an explanation of how my rules and expectations are implemented. The rubric shows that my plan earned a score of "Distinguished."
Participating in a workshop on Positive Behavioral Interventions and Supports (PBIS) enhanced my ability to bring out the best in my students. The facilitator taught me how to identify a few broad values (e.g., honesty, caring) that can be used as a school-wide lens to shape behavior. As a result of the workshop, I chose three broad rules for my classroom--be respectful, be prepared, be helpful--which govern behavior in situations great and small (e.g., standing up for a victim, lining up for lunch).
E6- Models conflict resolution skills
INTASC 2, 5, 8 NBPTS 1, 3
In this second grade lesson plan, I address the problem of bullying. Using children's literature and role playing both good and poor examples, students learn a healthy perspective on conflict resolution and useful strategies on handling or witnessing bullying. The associated rubric shows how well I met the objectives of the assignment.
As 5th graders experience the escalation leading up to the American Revolutionary War, they also learn about various conflict resolution strategies that can be employed on both a national and an interpersonal level. In this lesson, students identify and rate many of the ways that the British and the colonists manage their differences. Students personalize these findings as they write a personal philosophy of conflict management across several class periods.
E7- Engages in research and reflection on best practices in teaching strategies
INTASC 1, 2, 7, 9 NBPTS 4, 5
I participated in a workshop on autism. Besides taking notes on teaching strategies and getting to know people with autism, I created social stories that could be used to teach specific skills to my future students on the autistic spectrum. I found social stories to be so useful that I am incorporating them into the routines and procedures portion of my classroom behavior management plan (for students with autism or students struggling with any kind of executive dysfunction).
I wrote this research paper to find out how best to use basal readers in the elementary school classroom. My findings showed that effective teachers can use basals to ensure variety and skill practice, as long as they supplement weaknesses in comprehension with the latest research-based comprehension teaching methods.
My philosophy on social studies in the elementary classroom explains how my teaching is shaped by the NCSS's 10 broad themes and by the Indiana state standards. I identify best practices in social studies and explain the methods I use to inspire students toward civic engagement. These methods include service-learning, using literature to teach economics, and complex role playing projects which are connected to authentic, meaningful causes, people, and events.
