Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Teaching Portfolio

A Journey to Education through Education
by

Erin McDonald

on 8 July 2015

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Teaching Portfolio

Foundation
Drive
Instruction and Assessment
Feedback
Core
Students are at the
core

of

education and my
motivations as a teacher are inspired by each one. Through vast experience, I have been able to develop a
viable craft
that enables every kind of learner the opportunity to
thrive
in the classroom.
Education:
My never-ending ambition for teaching derives from a devout love of children and learning. Children need the proper foundation and tools to be equipped to survive in an ever-changing and diverse society. A society that needs a new generation of well-rounded and educated citizens.
I love the lightbulb or "A-HA" moment, but the spark that engages them to WANT to learn something new is even more of a thrill!
Erin McDonald:
In-depth
Lesson Planning
Roots to Readiness

In order to understand the dynamic between students and their families, as well as empathize with them, I believe personal experience gives beneficial insight that is needed to build lasting relationships. My family is my strength and the source of my growing heart.
Philosophy
on education:
Pedagogy is a word used in the professional world that describes teaching. It infers that teaching is a scientific process; something that requires a system of organized knowledge and methodology to thrive. I believe wholeheartedly that teaching is indeed a science, as well as an art: a creation of beautiful and thought provoking work. Teachers have the honorable responsibility to inspire, engage, and educate young people. In order to accomplish such a task, a teacher must be able to reach students on a personal level, differentiate instruction, create an environment of comfort, work hand in hand with parents, activate a plethora of knowledge, and maintain application of modern technology and resources. All the while, being organized, diligent, and data driven is how teachers effectively see student growth. While putting my own personal staple and style into each lesson, I will create a classroom of motivated learners that will use the experience to climb and soar upward throughout the remains of their education.
my roots:
Family
comes first!!
McDonald's:
Mike
Erin
Evelynn
Mikey
Diverse experience and
academic achievement
Interests:
FAMILY
culture
photography
Exercise
crafts
COMMUNICATION
SPORTS
Our roots make us who we are; unique and special. What makes us unique is our passion, background combined with our talents...all of which are incorporated in my classroom.
Classroom Management
and Organization
Professionalism and
Leadership
Teacher
Differentiation and Reflection
Integrate technology
What are the factors?
Factors:
Factors are numbers you can multiply together to get another number

Example: 2 and 3 are factors of 6, because
A number can have MANY factors!
2 × 3 = 6.

Factors help us recognize equivalent fractions. How???
Let’s try it!
Factors:
Can be represented on a number line.







What are some fraction number lines that we see in everyday objects??
Fractions:
What do you notice about the shaded portions?
Equivalent fractions:
Can two different fractions, with different numerators and denominators, represent the same amount? Why?
Fractions:
A fraction is a number that names part of a whole.
Fractions:


0,1,2,3,4,5,6,7,8,9,10

Complete
Positive Numbers
Counting Numbers
Whole Number:
Fractions:
Denominator: Tells you how many EQUAL PARTS that are in the whole.
Numerator: Tells you how many EQUAL PARTS of the of whole unit that you have in the fraction.
1

2
There are two numbers in a typical fraction:
Fractions:
9-4=5
4
Remember: whole numbers are ALSO rational numbers. i.e. 1 is a fraction of a group of 10
It is not that different than adding WHOLE numbers…USE WHAT YOU KNOW.
subtracting fractions:
5+4=9
4
5
Remember: whole numbers are ALSO rational numbers. i.e. 1 is a fraction of a group of 10
It is not that different than adding WHOLE numbers…USE WHAT YOU KNOW.
Adding fractions:
Write the numerator and denominator of the EQUAL PARTS shown in these pictures and explain your reason:
Fractions:
What do you notice about adding these two fractions???
3 3/4
+ 3/4
3 6/4
or
3 and 1 2/4
or

4 2/4
3/4
3 3/4
It is not that different than adding WHOLE numbers…USE WHAT YOU KNOW.
Adding with Mixed Numbers:
What do you notice about adding these two fractions???
1 1/4
+ 3/4
1 4/4
or
2
3/4
1 1/4
It is not that different than adding WHOLE numbers…USE WHAT YOU KNOW.
Adding with Mixed Numbers:
What do you notice about adding these two fractions???
2/4
+3/4
5/4
or
1 1/4
3/4
2/4
It is not that different than adding WHOLE numbers…USE WHAT YOU KNOW.
Adding with Mixed Numbers:
What do you notice about subtracting these two fractions???
6/8
- 4/8
2/8
4/8
Let’s try subtracting. You just work backwards on the number line:
subtracting fractions:
What do you notice about adding these two fractions???
4/8
+3/8
7/8
3/8
4/8
It is not that different than adding WHOLE numbers…USE WHAT YOU KNOW.
Adding fractions:
What do you notice about subtracting these two fractions???
4 2/4
- 3 1/4
1 1/4
or
18/4
- 13/4
5/4
or 1 1/4
13/4 or 3 1/4
It is not that different than adding WHOLE numbers…USE WHAT YOU KNOW.
Subtract with Mixed Numbers:
1

4
3

12
4

8
1

6
1

5
1

2
5

10
2

12
Match the equivalent fractions and explain:
Equivalent fractions:
What do you notice about subtracting these two fractions???
1 1/4
- 3/4
2/4
or
5/4
- 3/4
2/4
3/4
It is not that different than adding WHOLE numbers…USE WHAT YOU KNOW.
Subtract with Mixed Numbers:
Connecting Common Core
Fuel for creativity and unique instruction
Performance, Formative, and summative Assessment
Collaboration with peers
School Improvement
Communication with parents
Professional
Development
Computer Access: Google accounts
Smart Board: PowerPoint, Prezi, Smart Exchange, Web Pages, Audio/Video, Glogster
Wireless Internet
Personal Devices
Online Curriculum Platforms: IXL, ScootPad, Moby Xtra
Data Analysis
Students:
University Supervisor:
Mentor Teacher:
Thank-You ...
...for taking the time to view my portfolio. Please contact me with any questions.
* flexible and safe classroom set up
* a planned script for Day 1 that introduces myself and informs parents ans students of my high, but fair, expectations
* present and practice realistic daily procedures to create smooth transitions and avoid behavior issues
* develop organized plans on a daily, weekly, and monthly basis to anchor the school day efficiently
* call and response techniques
* using Bloom's Taxonomy to cater instruction and tasks (i.e. knowledge/comprehension to analysis/evaluation)
* multiple intelligences can engage student interest and motivate participation
* using a variety of learning styles, including visual cues and tactile experiences
* small groups and leveled partnerships for cooperative learning
* giving students choices
* problem solving and discovery
Professional Learning Communities
* show student growth
* form groups
* adapt instruction
* keep parents informed
Students "At-Risk"
* RTI Tier strategies to keep the student included
* communicate with special education staff
* involve parents
* refer to IEP or 504 if applicable
Positive Behavior
Reinforcement and Support
* good behavior tickets
* alert parents of positive behavior
* consistency
* calm response and interaction
Full transcript