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Jenna Bilyk - Teaching Portfolio 2014
Transcript of Jenna Bilyk - Teaching Portfolio 2014
1. Consult/ Examine Common Core Standards and Curriculum
2. Assess student level of existing knowledge/ skills
3. Research essential elements, possible home-school connections and collection of materials
4. Development of Lesson Plan and Assessment Materials
The corresponding images show students engaging in the explorations, the resources and materials section of a Second Grade Force and Motion Unit I constructed, as well as the initial lesson plan for the unit.
Planning and Preparation - Second Grade
When contemplating my own philosophy of teaching, I think about not only my role as the teacher, but also the role of my students. What I describe represents my ideal; how I believe any classroom should and can function most successfully.
The kind of teacher I wish to become is influenced by my three main goals. First and foremost, I want my students to succeed academically. By creating a safe and challenging classroom environment, I hope to help my students realize their potential for success. I see myself as a facilitator or guide; using direct teaching when necessary, but with a strong focus on actively engaging students within as many domains of learning as possible. I believe if students connect with the material in multiple ways, it helps them to make relevant connections, problem solve and think more critically.
My second goal is to empower students, both in and out of the classroom, by supporting individual identity development. I want students to be aware of their own strengths and weaknesses and develop the skills to manage each. One of the main ways I try to accomplish this goal is by creating a classroom community that is unique to the students within it. All of my preschool classrooms featured student work, both assigned and spontaneous, as the dominate form of classroom “decoration”. During my student teaching experience, I helped to tailor individual assignments, incorporate morning meetings and even the alter organization/layout of the classroom to better fit the abilities and the personalities within the class. It is also within this vein where I value inclusiveness. The number of individual differences within a classroom only increases the opportunity for expansion, as well as the opportunity for students to assume different roles. By valuing students as unique individuals, I hope to give them confidence to take risks and discover their full learning potential.
My third goal is to continuously grow as an educator. I would not expect my students to value their own education if I did not value my own. Remaining up to date with educational trends, technology, etc., not only keeps me current within the world of education, but also within the world in which my students are expected to succeed. Already within my career as a teacher, I have met or exceeded any annual professional development requirements and do not shy away from new technological trends or modalities. I plan to continue this practice throughout my career.
It is through these three goals that I strive to create a classroom community where academics is highly valued and students are invited to succeed in as many domains of learning as possible.
Title: Introduction to Scientific Method/Writing
Grade Level: 2
Domain: Language, Cognitive
SL 2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL 2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
L 2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
Students will gain a basic knowledge of the Scientific Method and how Scientists use this method to document their experiments.
: Students will assist in the creation of an anchor chart for “The Scientific Method” and score at least an 80% (4/5) on Brain Pop Jr. Quiz.
internet access/ computer (Brain Pop Jr. www.brainpopjr.com - Science, Science Skills, Scientific Method)
Chart paper and markers
Exit slip - numbered 1 - 5
The Scientific Method:
Question - ask a question based on things you know
Hypothesis - brainstorm about
Procedure - make a plan, gather all materials, do your experiment and record your data
Conclusion - look at data and draw a conclusion. Was your hypothesis correct or not?
Share your findings with others.
Hypothesis - a prediction based upon what you already know
Procedure - the plan for your experiment
Record - write down or make a note of
Data - information you can record
Conclusion - an answer to your question based upon your data
(Have Brain Pop Jr. video prompted on Elmo Projector and anchor chart hung on the easel) Have students from back row move to carpet.
1. Introduction: Begin by introducing the new topic for the next two weeks. “We are beginning a new Science topic for the next two weeks. Not only are we going to be conducting explorations and experiments, but we are going to begin thinking and writing like scientists as well. Raise your hand if you know about or have heard of “The Scientific Method”? Take an informal inventory of whom and what students know about the Scientific Method. This video is going to introduce us to ‘The Scientific Method’. After the video you are going to help me put together some of the steps they talk about.
Planning and Preparation - Preschool
My first experiences with planning began within my seven years of teaching preschool at The Music Settlement in University Circle. The general nature of both the preschool standards and the Creative Curriculum within which we were working allowed for a much more child-centered, constructivist approach. While my co-teachers and I laid out ideas for what we wanted to accomplish and skills we hoped to address; much of what actually took place within the classroom was initiated by the children themselves. For example, our “final project” or unit with our pre-kindergarten classroom centered around habitats. We always attempted to focus on habitats and animals within our own region in order to provide for more first hand experience with the topic. However, many of our children had gone on vacation to “the Ocean” and their interest and stories drove us to re-evaluate and gear our final unit toward creating Ocean habitats. Gathering resources was always a first step. Not only did children bring artifacts from their own experiences (seashells, beach glass, seaweed, etc.) but I collected books (fiction and non-fiction), videos, dioramas, games, puppets, sensory materials, etc.; all geared to engage students and generate ideas for projects. These materials served as the springboard for ideas that were often generated and under way in the same day.
Jenna Bilyk - Teaching Portfolio
3349 Kildare Rd. • Cleveland Heights, OH 44118 • 216-337-5690 • email@example.com
J E N N A M. B I L Y K
John Carroll University
University Heights, OH
Master of Education – Professional Teacher May 2014
Overall GPA: 3.86
Licensure: Early Childhood (K – 3)
Meets qualifications for Third Grade Guarantee (passed Teaching Reading – Elementary Education 5203)
The Ohio State University
Bachelor of Arts - Psychology March 2005
Overall GPA: 3.65
Moreland Hills Elementary School
Pepper Pike, OH
Student Teacher September 2013 – May 2014
• Assume full responsibility for teaching all content areas within a 2nd grade classroom.
• Consult on and carried out interventions for students with Individualized Education Plans.
• Construct and implement behavior modification plans for individual students and whole classroom
• Lead guided reading groups with specified skill focus differentiated to student reading level
• Assist in progress monitoring and Response to Intervention in Math and Reading
• Participate in school wide, staff and grade level planning meetings
• Attend parent teacher conferences and assisted in parent volunteer activities
The Music Settlement
Preschool/ Day School Teacher Sept. 2006 – July 2013
• Held position of lead teacher within both primary and pre-kindergarten classrooms.
• Designed developmentally appropriate integrated units and lesson plans in accordance with both the State Standards for pre-kindergarten and Creative Curriculum.
• Administered both formal and informal assessments including construction of student portfolios.
• Led parent/teacher conferences and maintained positive working relationships with families, caregivers and co-workers.
• Annually met or exceeded professional development requirements by participating in National Association for the Education of Young Children conferences and completing coursework in child development, curriculum, and content.
• Served as Health and Wellness Coordinator and as a member of the Outdoor Classroom Planning Committee
Gearity Elementary School
University Heights, OH
Tutor – John Carroll University Tutoring Assistance Program Sept. 2013 – Dec. 2013
Warner Girl’s Leadership Academy
Student Volunteer Jan. 2011 – Mar. 2011
Middle School Girls’ Lacrosse League
Shaker Heights Middle School
Assistant Coach 2009 – 2010
Dolphin Research Center
Grassy Key, FL
Intern – Education/Guest Programs June 2003 – Oct. 2003
Ocean Study Materials
(our favorites): Carle, E. Mister Seahorse and A House for Hermit Crab, Aliki, My Visit to the Aquarium, Barnett, M. Billy Twitters and His Blue Whale Problem, Surprising Sharks, Davies, N. One Tiny Turtle and Dolphin Baby!, Pratt, K. A Swim Through The Sea, Combs, K. Water Sings Blue: Ocean Poems, Elliot, D. In The Sea, Whale Watching, Commotion in the Ocean (great for alphabet reference), Let’s Read and Find Out About Science Series (non-fiction),
Natural History Museum
: Ocean Habitats kit (contains books, puppets, rubber fish printing materials, videos, etc.), Coral Reef Diorama
: sand, seaweed (for sensory experience and/or snack), seashells, sand toys, papier mache recipe( glue, flour), large bowls, newspaper, large boxes, multiple kinds of paints (acrylic, watercolor, tempura), paintbrushes (large and small), bound books (with at least 30 pages), paper!!!!!
Resources and materials collected from families, Natural History Museum, Library, etc.
Child-centered curriculum - students chose animal of interest and were in charge of creating that animal and their habitat with guidance of teachers.
2. Show video
3. Direct students' attention to the anchor chart. Go through the steps of the Scientific Method again and pull sticks to solicit help from students as you go through each step. Set sticks back in jar if students did not seem to grasp concept or answer question correctly. Once chart is complete, go through Scientific journals on Elmo projector to show each section and how it correlates with each piece of the scientific method. Before dismissed students must complete the brief quiz at the end of Brain Pop Jr. video by filling out exit slip. Go through questions on Elmo projector as a whole group and have students write their answer on exit slip.
Informal - Throughout process keep track of student responses with popsicle sticks and record following discussion. Also, periodically inventory students using the thumbs up, thumbs down method.
Formal - Score on Brain Pop Jr. Quiz out of 5
Ask students to utilize new vocabulary within their responses in discussion.
Use Brain Pop Jr. “Advanced Quiz”
Limit student participation when creating anchor chart. Simplify vocabulary and primarily use direct instruction.
Read through questions and answers to quiz with entire class
Have students in back row move forward to carpet area during video and quiz.
How many students were familiar with concept initially
What did students score on Brain Pop Jr. Quiz
? mainly 3’s and 4’s
Commonalities in errors?
Almost all of the students got question number 1 incorrect (pertaining to the “accuracy” of data). This was not a concept we/I emphasized within our own discussion and should include this vocabulary within following lessons.
What went well?
Lesson went well overall. Students even incorporated vocabulary into their explanations. “You say whether or not your hypothesis was right or wrong”. Students scored highly on questions 3-5
What would I change
? There are two things I would change. Initially, I could engage students more by using individual dry erase boards (ex: writing the steps on the board and having students order them on their board, or simply use boards to write notes). Secondly, I would create my own quiz, involving the specific vocabulary I am looking for.
VIdeo of Lesson Available
Force and Motion
Force - a push or a pull
Motion – a change in position; movement
Friction - when two objects rub against one another; a contact force
Gravity – an invisible force that pulls objects toward the center of the earth.
Non-contact force – a force that does not require direct touch/contact (i.e. gravity, magnetism, static electricity)
Contact force – a type of force that requires direct touch/contact
Materials for exploration sessions
: bins (one for each lab group), ramps, cars, straws, craft sticks, tape, yard sticks or measuring tape, stopwatches (optional), coarse and fine grades of sandpaper, books/dictionaries (for stacking and gravity experiment), magnets, balloons, pencils, scientific journals (booklet and one page version)
Other materials: Push vs. Pull Sort, Contact Force vs. Non-Contact Force assessment page, visuals (vocabulary and picture sort cards), chart paper
Bodden, V. (2011) Inclined Planes, Bradley, K. (2005) Forces Make Things Move, Cobb, V. ( ) I Fall Down, Dahl, M. (2002) Roll, Slope and Slide: A Book About Ramps, Graham, J. (2013) Force and Motion, Heckman, P. (1996) Waking Upside Down., Mason, A. (2005) Move It! Motion, Forces and You, Mayer, L. (2010) Newton and Me, Schaefer, L. (2000) Push and Pull, Schaefer, Lola (2000). Start and Stop, Stille, D. (2006) Motion Push and Pull, Fast and Slow, Tocci, Salvatore (2003) Experiments with Force and Motion., Force and Motion text (included with Lucy Calkins Writing curriculum)
: Brain Pop Jr. - Scientific Method and Force videos and assessments, Bill Nye videos (optional): Force, Motion, Gravity
Assessment of Student Learning