Student Name AS.EDU Hagerstown Community College Associate of Science in Education - Hagerstown Community ...
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Student Name
Hagerstown Community College
Associate of Science in Education
AS.EDU
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
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
Introduction
4
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
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
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
Academic
Achievements
and
Credentials
8
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
Credentials
10Knowledge &
Content Theory
11EDU 103
~
Teacher
Observation
12The 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
13Teacher 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
14Teacher 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.
15EDU 101
~
Multicultural Observation
16Multicultural 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
17Multicultural 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.
18Lesson
Plan
~
EDU 101
1920
21
Lesson
Plan
~
EDU 211
2223
EDU 211
24MAT 107 - Worksheet
25MAT 107 - Worksheet
26PSY 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
28MAT 108 - Worksheet
29MAT 108 - Worksheet
30EDU 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.
31EDU 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. 32Field
Experiences
33Student Bathroom
*
EDU 101
Sink &
Water
*
Math Corner
Calendar &
Fountain
~
whiteboards
Classroom
Cubbies
Observation
Library Corner
* = area where rules are posted
34Kindergarten 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. 35Kindergarten 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.
36EDU 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 37EDU 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.
38EDU 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. 39EDU 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.
40PSY 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.
42PSY 203
~
Cooperative
Learning
Research
Paper
41Timesheet – EDU 101
Fall 2015
43Timesheet – EDU 103
Fall 2016
44Timesheet – EDU 211
Spring 2016
45Timesheet – PSY 203
Spring 2016
46Professional
and
Personal
Goals
47Professional 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
49You can also read
