Student Name AS.EDU Hagerstown Community College Associate of Science in Education - Hagerstown Community ...

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Student Name AS.EDU Hagerstown Community College Associate of Science in Education - Hagerstown Community ...
Student Name
Hagerstown Community College
Associate of Science in Education
            AS.EDU
Student Name AS.EDU Hagerstown Community College Associate of Science in Education - Hagerstown Community ...
Table of Contents
Introduction…………………………………………………………….….....4
       Biographical Sketch…………………….………..…...……….….....5
       Teaching Statement……………………………………….......…......6
       Teaching Philosophy…….…………..……………………................7
Academic Achievements & Credentials…………………………..................8
       Academic Achievements……………………………...…….…....…9
       Credentials…………………………………………………….…....10
Knowledge & Content Theory…………………………………………. …...11
       EDU 103 - Teacher Observation……………………………….……12
       EDU 101 - Multicultural Observation……………………….………16
       EDU 101 – Lesson Plan……………………………………….….....19
       EDU 211 – Lesson Plan……………………………………..…..…..22
       MAT 107 – Worksheet …………………………………….……..…25
       PSY 203: Art & Science of Teaching……………………….…….…27
       MAT 107: Reflection……………………………………….….……28
       MAT 108: Worksheet ……………………………………….....……29
       EDU 211: Disability Project ……………………………….…..……31
       EDU 212: Literacy Strategy ………………………….………..……32             2
Student Name AS.EDU Hagerstown Community College Associate of Science in Education - Hagerstown Community ...
Table of Contents
Field Experience……………………………………………………...……….33
       EDU 101: Classroom Observation…………………………................34
       EDU 211: Special Education Environment Observation……..……...37
       EDU 103: Literacy Observation………………………………….….38
       EDU 103: Instructional Methods Observation………………….……39
       PSY 203: Research Paper……………………….………..………..…41
       Timesheet: EDU 101 ………………………………………….……..43
       Timesheet: EDU 103…………………………………………..……..44
       Timesheet: EDU 211 …………………………………...……..……..45
       Timesheet: PSY 203………………………………….………..……..46
Professional and Personal Goals ……………………………….……….……47
       Goals……………………………………………………….…….…..48
Educational Quotes……………………………………………...………..…..49

                                                                       3
Student Name AS.EDU Hagerstown Community College Associate of Science in Education - Hagerstown Community ...
Introduction

               4
Student Name AS.EDU Hagerstown Community College Associate of Science in Education - Hagerstown Community ...
Biographical Sketch
 Born on November 22, 1996
 Grew up in Hancock, MD with my parents, older sister and younger brother
 Attended Barbara Ingram School for the Arts from 2011 – 2013 as a dance major
 Graduated from Washington County Technical High School in 2015 after completing
  the Early Childhood Professions program
 Began attending Hagerstown Community College in the fall of 2015
 Taught dance classes at Clarissa’s School of Performing Arts for six years
 Worked at Fort Frederick State Park for three years
 Currently perform and choreograph shows at Antietam Recreation

                                I enjoy spending time with my family,
                                       traveling, and dancing!
                                                                                    5
Student Name AS.EDU Hagerstown Community College Associate of Science in Education - Hagerstown Community ...
Teaching Statement
  Since elementary school, I have aspired to be a teacher. I love working
       with children of all ages and sharing my passion for learning.

I desire to be a teacher in order to….
 Grant all students the opportunity to succeed, regardless of any
   physical, social, or cognitive disabilities.
 Lay the foundation of knowledge in a child’s mind for years to come.
 Motivate students to be engaged in their own learning experiences.
 Serve as a positive role model for students and ultimately make a
   difference in their lives.
 Encourage students to set and achieve high goals for themselves.
 Assist students in unlocking their full potential, as well as developing a
   positive self-esteem and self-worth.

                                                                               6
Student Name AS.EDU Hagerstown Community College Associate of Science in Education - Hagerstown Community ...
Teaching Philosophy

                        I believe in Existentialism.

• I feel that education should nurture the natural curiosity and intellectual
  desires of students.
• I believe that the growth of creativity, individuality, and independence are
  essential for students as they prepare for a successful future.
• I feel that it will be my job as a teacher to guide and provide
  encouragement to my students as they pursue their own interests.
• I strongly believe that students who have the freedom to choose what
  they wish to study are more actively engaged in their learning, self-
  motivated
   and successful.
• I want to empower my students to take control of their education
   and learn at their own pace.                                                  7
Student Name AS.EDU Hagerstown Community College Associate of Science in Education - Hagerstown Community ...
Academic
Achievements
    and
 Credentials
               8
Student Name AS.EDU Hagerstown Community College Associate of Science in Education - Hagerstown Community ...
Academic Achievements
 Member of Phi Theta Kappa Honor Society
 Member of Educators Rising Club
 Recipient of the HCC Faculty/Foundation Scholarship for Academic Excellence
 Recipient of the Sioda Family Fund Scholarship
 Dean’s List - Fall 2015 and Spring 2016
 1st place recipient at the 2015 SkillsUSA Maryland State Championships for
  Early Childhood Education
 4th place recipient at the 2014 SkillsUSA Maryland State Championships for
  Early Childhood Education
                         Praxis Core Scores

                                                                                9
Student Name AS.EDU Hagerstown Community College Associate of Science in Education - Hagerstown Community ...
Credentials

              10
Knowledge &
Content Theory

                 11
EDU 103
     ~
  Teacher
Observation
              12
The Teacher’s Values
 Values that learning relates to the students’ personal lives and
  experiences

 Values that students develop self-regulation skills, particularly by raising
  their hands and waiting to be called on instead of blurting out

 Ensures all students are engaged in the lesson and fully understand the
  concepts

 Adjusts lessons on-the-spot depending on students’ understanding or
  attention spans

 Encourages student participation and feedback, both verbally and
  physically with hand gestures

 Reflects on lesson plans and materials with fellow teachers to ensure
  they’re developmentally appropriate
                                                                                 13
Teacher Observation
Classroom Routines:
• Daily schedule posted with times
• Teacher provides 1-2 minutes for students to put materials away and transition to
   new subject
Methods for Presenting the Math Lesson:
• Used clear, concise directions
• Provided time to allow students to ask questions
• Reviewed the 4 coins and their values, which were necessary for the activity
• Demonstrated the “Piggy Bank Race” game to the students in whole group
• Handed out necessary materials; worksheets, coins, and dice to partners
• Encouraged students to work with partners who they’d work well with

Materials/Resources used to Adapt & Extend the Lesson:
• “Piggy Bank Race” Game Board Worksheet
• Projector to display worksheet and demonstrate activity for whole class
• Hundreds Chart worksheet - to assist students with counting coins
• Plastic coins to manipulate and count
                                                                                      14
Teacher Observation
                Maintaining Interest:
                • Related the activity to students by asking if they had piggy banks at
                   home
                • Called on various students to name the coins and explain their value
         • Allowed students to play the game a second time before practicing math facts
         • Enabled students to chose their own partners to work with
Assessing Learning:
• The teacher walked around the room and observed each group of students
  complete the game and count their coins. She wrote down on a piece of paper
  whether the students understood the concept or needed additional practice.

Addressing Discipline:
• Gave calm warnings for students to lower voices or redirect behavior
• Put beans in the ‘Blurt Jar’ if no one blurted out during whole group activities
   - The ‘Blurt Jar’ is a positive behavior reward system. When the entire ‘Blurt Jar’ is
      filled, the students can have a PJ party or electronic party.

                                                                                            15
EDU 101
            ~
Multicultural Observation

                            16
Multicultural Observation
Bilingual Education Model:
English Language Learners (ELL) Program - ELL teacher on staff provides instruction for
students whose first language isn’t English
• ELL push in support – ELL teacher works with students in their own classroom
• ELL pull out support – ELL teacher takes students to an ELL classroom for more one-on-
   one support
 Each ELL student receives different support and services

Multicultural Displays:
• Classroom library contains several books about different countries, cultures and diverse
  holidays
• Posters include individuals from various ethnicities
• Have picture dictionaries and word books in various languages, including English, Spanish
  and French
• Access to Ipads with audio translators

                                                                                              17
Multicultural Observation
 I certainly think the classroom provided an inclusive environment. The
  student body itself consisted of individuals who were French, Turkish,
  Spanish, Russian and Chinese. The teacher frequently encouraged the
  students to talk about where they were from, their families and their
  cultures.

 The teacher also incorporated various projects and writing assignments for
  the students to explore cultures of their interest.

 In addition, the regular classroom teacher greeted the students in another
  language and would count in French and Spanish to transition the students.

                                                                               18
Lesson
 Plan
  ~
EDU 101

          19
20
21
Lesson
 Plan
  ~
EDU 211

          22
23
EDU   211

            24
MAT   107 - Worksheet

                        25
MAT   107 - Worksheet

                        26
PSY    203 - Reflective Analysis
ACTIVITY TITLE: Art and Science of Teaching
DATE/SEMESTER CREATED: Spring 2016
APPLICABLE AREA:
 ___ Content Area Knowledge (Science, Math, Geography, etc)       ___ Teaching & Learning Theory
___ Human Growth & Development                                    ___ Reading Education
___ Diverse Needs of Students                                     ___ Use of Technology
___ Research & Writing Skills                                     ___ Field Experience

ARTIFACT CONTEXT: (Identify the class in which you completed this activity and the nature of the assignment.)
I completed this short written assignment in Educational Psychology. I was required to reflect on what it means
for a teacher to be an “artistic scholar” and the roles personality and teacher-education programs play in
preparing teachers. I also had to watch a math lesson and reflect on how the teacher demonstrated the art and
science of teaching.

REFLECTION UPON PERSONAL GROWTH & DEVELOPMENT: (What did you learn? How will this activity help you
be a better teacher?)
I learned that a good teacher must be knowledgeable about subject-matter and diverse teaching strategies, as
well as how to be flexible and nurturing. To be a better teacher, I must be able to adjust lessons on the spot and
reflect on the success of past lessons in order to improve. By observing the teacher to complete this activity, I
discovered important qualities that I should acquire and emulate in my own classroom to be a successful.          27
MAT     107
    ~
Reflection

              28
MAT   108 - Worksheet

                        29
MAT   108 - Worksheet

                        30
EDU      211 – Reflective Analysis
ACTIVITY TITLE: Disability Project - Cerebral Palsy
DATE/SEMESTER CREATED: Spring 2016
APPLICABLE AREA:
 ___ Content Area Knowledge (Science, Math, Geography, etc)       ___ Teaching & Learning Theory
___ Human Growth & Development                                    ___ Reading Education
___ Diverse Needs of Students                                     ___ Use of Technology
___ Research & Writing Skills                                     ___ Field Experience

ARTIFACT CONTEXT: (Identify the class in which you completed this activity and the nature of the assignment.)
I completed this presentation in Introduction to Special Education. I researched the four types of cerebral palsy
and the causes of the physical disability before, during and after birth. In addition, I documented the way
teachers could accommodate students with cerebral palsy and integrate technology into their classrooms.
REFLECTION UPON PERSONAL GROWTH & DEVELOPMENT: (What did you learn? How will this activity help you
be a better teacher?)
I learned that cerebral palsy can affect each individual differently and can be experienced with additional
disabilities, such as visual or speech impairments. Through this activity, I discovered the importance of not only
modifying activities, but also the physical classroom environment to be inclusive and provide opportunities for
success.
                                                                                                                 31
EDU            212EDU
                             – Literacy     Strategy
                                212 – Reflective Analysis Project
ACTIVITY TITLE: Literacy Strategy - Making Words
DATE/SEMESTER CREATED: Summer 2016
APPLICABLE AREA:
 ___ Content Area Knowledge (Science, Math, Geography, etc)        ___ Teaching & Learning Theory
___ Human Growth & Development                                     ___ Reading Education
___ Diverse Needs of Students                                      ___ Use of Technology
___ Research & Writing Skills                                      ___ Field Experience

ARTIFACT CONTEXT: (Identify the class in which you completed this activity and the nature of the assignment.)
I completed this project in EDU 212: Processes and Acquisition of Reading. I was required to research and
document what the strategy Making Words was, the benefits of the activity, and how it could be implemented by
teachers.

REFLECTION UPON PERSONAL GROWTH & DEVELOPMENT: (What did you learn? How will this activity help you
be a better teacher?)
This project made me understand that certain literacy strategies, such as Making Words, can be implemented as
independent, small group and whole group activities. By differentiating grouping instruction, I can provide learning
opportunities for each of my diverse students to be successful. I also learned that Making Words aligns with state
standards in language arts. Successful teachers ensure their learning activities follow the curriculum and meet
standards.                                                                                                             32
Field
Experiences

              33
Student Bathroom
                                                 *

EDU 101
                                                                              Sink &
                                                                              Water
                                           *

              Math Corner
              Calendar &
                                                                             Fountain

  ~

                whiteboards
 Classroom

                                                                                        Cubbies
Observation
                                                     Library Corner

                                                       * = area where rules are posted

                                                                                                  34
Kindergarten Classroom
 Students are arranged in tables of 4. Each table is specified by a color: red,
  blue, purple, green or orange
 Teacher’s desk was off to the side of the room by the main door; the teacher
  never went to his/her desk, but instead moved throughout the classroom.
 The classroom has a bathroom, as well as a water fountain for student use.
 Cubbies line the back of the classroom for the students’ personal
  belongings, as well as reading bins.
       - Cubbies are labeled with the students’ names, pictures and table
          colors.
 The library corner is adjacent to the student tables. Shelves remain low to
  the ground and the books are organized into labeled bins. The area is
  carpeted for comfort.
 At the front of the room are the whiteboards, projector and color coded
  student rug. The rug is sectioned into squares for each child to sit on. This
  area is where the teacher conducts whole-group reading, writing and math
  lessons.
 Classroom routines and rules are posted around the room, by the rug,
  library corner, and door.                                                      35
Kindergarten Classroom

 Classroom Management: There are clear pathways between the tables and work areas,
  which allow for accessibility and movement within the classroom. This promotes safety
  among students and prevents off-task behaviors. Posters with rules, expectations and
  behavior plans are hung at various locations in the room, at eye level for the students.

        Classroom jobs, such as messenger, door holder, and line leader, are posted on the front
        whiteboard with the names of the students who are responsible that week.

 Student-to-Student Interaction: Students are grouped together in tables of 4’s, which enable
  them to communicate with one another, collaborate on activities, and seek help from peers.
  The tables are spacious enough that students aren’t crowded and won’t mess with one
  another’s materials.

 Student-to-Teacher Interaction: The teacher easily walks throughout the room, observes
  students’ work, answers questions and provides individualized help. At the front of the room,
  the teacher’s chair is centered with the color coded student rug. Thus, every student can see
  the teacher and the teacher can ensure all students are engaged.
                                                                                                   36
EDU      211 – Special Ed. Environment Observation
• Spacious environment (few shelves and tables)
• Limited Distractions
       - Closed door, window blinds, curtains over shelves
• Large rebus-style behavior expectations posted at front and back of
  classroom
       - Nice Hands, Quiet Mouth, Listening Ears, Sit in Chair
• Anti-bullying posters hung throughout room
• Daily picture schedule posted by student tables
• Music for transitions
       - “Time for Clean Up” song
• Use of timers
• Color-coded chairs
• Sensory room
       – swing, sensory balls, bean bags
• Smartboard                                                            37
EDU       103 – Literacy Observation
         The second graders loved books and showed a great interest in reading.
• Each student had their own book box with three to four self-selected books to
  read.
• When students finished their work early, they read independently.
• The classroom library had bins dividing books by reading levels. The classroom
  library had an extensive collection of diverse books.
• Access to Ipads with ebooks
• During whole group instruction, the students were excited to begin reading new
  stories. They were attentive throughout introductions and discussions regarding
  the books.
• Students decoded new vocabulary using letter sounds, Fundations skills, and
  counting syllables.
• Used context clues (reading ahead or pictures) to determine the meaning of these
  words.
• Students had a clear understanding of suffixes, such as –ed and –ing, and could
  easily circle these endings in words and pronounce them.
                                                                                     38
EDU      103 – Instructional Methods Observation
11 Learning            ** Each of these learning centers were utilized to
Centers              promote physical, cognitive, and social development,
- Reading Center                as well as cooperative play. **
- Listening Center
- Writing Center     • The students were engaged in learning centers for 30
- Play-doh Center      minute increments, rotating a total of three times.
- Fine-Motor         • The teacher kept track of which centers the students
   Center              visited each day on a clipboard. By the end of the week,
- Lego Center          the students were required to visit each center at least
- Blocks Center        once.
- Science Center
                     • The students would rotate randomly throughout the
- Dramatic Play        centers. However, on Fridays the teacher would assign
- Computer             students to centers for the first rotation.
   Center
                     • Three students were allowed in each learning center at
- Themed Center
                       a time.
The Learning Centers were organized so that the quiet areas were near
one another and the louder centers were on the other side of the room. 39
EDU     103 – Instructional Methods Observation
           To differentiate content in the learning centers,
   the Dramatic Play area was transformed into a Pumpkin Patch
  and the Themed Center had an apple picking activity throughout
                               October.
- Each month, the teacher would alter the materials and resources in
  these two learning centers to correspond with the season or
  upcoming holiday.
- In the Dramatic Play area, there were also themed books by the
  couch, which were about apples, pumpkins, fall leaves and the
  harvest.
  The teacher assessed the learning centers by walking throughout the
   room and observing children as they worked. The teacher would then ask
   the students provoking questions about what they were doing and why.

                                                                            40
PSY     203 - Reflective Analysis
ACTIVITY TITLE: Cooperative Learning: The Power of Peers
DATE/SEMESTER CREATED: Spring 2016
APPLICABLE AREA:
 ___ Content Area Knowledge (Science, Math, Geography, etc)   ___ Teaching & Learning Theory
___ Human Growth & Development                                ___ Reading Education
___ Diverse Needs of Students                                 ___ Use of Technology
___ Research & Writing Skills                                 ___ Field Experience

ARTIFACT CONTEXT: I completed this research paper on Cooperative Learning in Educational Psychology.
The assignment focused on a self-selected topic that was observed during my fifteen hours of field experiences
in a fifth grade class. The content discussed in the paper was also self-selected and was supported by both
scholarly research and my observations.

REFLECTION UPON PERSONAL GROWTH & DEVELOPMENT: I learned how to implement cooperative
learning properly by having teacher-selected small groups with mixed-ability and mixed-gender students. I also
learned how each student should be assigned a specific role in their group and be held accountable with
individual and group grades. Through research and experience, I was able to recognize the academic and
social benefits of cooperative learning as well. This activity will help me be a better teacher by understanding
the benefits of differentiating teaching strategies and the power of students working with their peers.
                                                                                                              42
PSY 203
     ~
Cooperative
 Learning
 Research
   Paper

              41
Timesheet – EDU   101
                        Fall 2015

                                    43
Timesheet – EDU   103
                        Fall 2016

                                    44
Timesheet – EDU   211
                        Spring 2016

                                      45
Timesheet – PSY   203
                        Spring 2016

                                      46
Professional
    and
 Personal
   Goals
               47
Professional Goals:                         Personal Goals:
 Complete the AS Education program at       Become fluent in American Sign
  HCC and graduate with an Associate’s         Language
  Degree                                     Open a dance studio and provide
 Transfer to Shippensburg University and      classes for individuals with
  major in Early Childhood and Special         disabilities
  Education                                  Travel to Alaska, Ireland, Italy,
 Graduate with my Bachelor’s degree from      England and the Caribbean
  Shippensburg University                    Learn to play the violin
 Obtain a job in an elementary setting
                                             Move near the ocean
  working with students who have various
  disabilities                               Write a thriller novel

 Work towards my Master’s Degree in
  Special Education
 Obtain an AS Degree in Dance at HCC
                                                                                  48
“Educating the mind without
  educating the heart is no
     education at all.”
         - Aristotle

                                “The mediocre teacher tells.
                              The good teacher explains.
                       The superior teacher demonstrates.
                          The great teacher inspires.”
                               - William Arthur Ward

                                                               49
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