My Teacher Work Sample

My Teacher Work Sample Martin Luther King Jr. Early Childhood Center Presented By: Miss Kristalyn M. Bell December 7, 2009 Martin Luther King Early ...
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My Teacher Work Sample Martin Luther King Jr. Early Childhood Center Presented By: Miss Kristalyn M. Bell December 7, 2009

Martin Luther King Early Childhood Center

“Actual Factual” Martin Luther King is an HISD early childhood center that provides education to 4 year old children that meet certain qualifications.  Principal: Gabrielle Coleman  Instruction Coordinator: Constance Lathan  Region: South Region, Warner D. Ervin 

Section 1: Learning Context

Instructional Implications of the Community Martin Luther King Jr. ECC is located on the south side of Houston in the South Region of the Houston Independent School District. The community is relatively large and surrounded by low- income and under privileged families. There are several large neighborhoods that surround the school.  Ethnic population: African American 63.4%, Hispanic 35.6%, White 0.7%, Native American 0.2%  Economically Disadvantaged 99.3%, Limited English Proficient 26.2%, At Risk 64.4% 

Instructional Implications of the School 

Martin Luther King, Jr. Early Childhood Center opened in the Houston Independent School District’s South Region in August 2004. The school provides students with a solid foundation in effective oral language, problem solving, and social emotional skills, which will enable them to be successful throughout their educational career. Students qualify for attendance based on three criteria: income, homelessness, and limited English proficiency. Martin Luther King, Jr. ECC offers four year olds a unique opportunity for learning through a multisensory curriculum that includes a Bilingual/ESL Program. The center also has a collaboration with Neighborhood Centers Incorporated Head Start program. Other programs available at MLK, Jr. ECC include Inclusion, Speech Therapy, and other related services for students with special needs. Social Services are available through the social worker.



www.houstonisd.org

Morning Message

Instructional Implications of the School 

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The school was built in 2004 with white bricks, every classroom has a window and the front of the campus has a steel covered walkway and the building is surrounded by multicolored flowers and a variety of plants. The school has a multipurpose room, a library, a pavilion for Physical Education classes, a science lab that houses several animals, and the classrooms are filled with educational opportunities for the children to enjoy learning. Number of Students: 413 Number of teachers: 23 Support Personnel: 3 Administration: 1 Student to Teacher Ratio: 22:1 Media and Educational Resources: There are 3 computers in each classroom, library (students can check out books), teacher resource room (cutting machine, laminating machine, printer, dye-cut machine, constructional paper, camera, and other supplies)



Parent Involvement: Parent Meetings are scheduled once a quarter. The parents can participate on a parent board that helps make decisions for their children pertaining to their education. Parents can be room mothers/ fathers and they can also volunteer everyday as they please. The parents help with dismissal, programs, and activities at the school.



Enrichment Activities: At Martin Luther King, Jr. Early Childhood Center our faculty understands the influence of the family, community and culture on learning and development of the young child in an emotionally safe and healthy environment. Our goal as early childhood educators is to promote an environment that nurtures and encourages the physical, emotional, cognitive growth and development of all children. MLK, Jr. ECC functions as a learning community in which the children assume responsibility for themselves and one another and work collaboratively and independently while engaging in purposeful learning activities. We encourage individual and group activities and create and modify the environment and curricular experiences to meet the individual needs of all young children.



The school’s environment consist of: Hands-On Learning Activities, Literacy and Math Workstations, Movement and Music, Science Fridays, Small and Whole Group Instruction, Technology in the classroom, Oral Language Development, Science Lab, Student Generated morning announcements, and Daily Morning Messages.



Sports: Soccer- Students can play soccer free of charge through the City of Houston Parks and Recreation



Extracurricular Activities: Dance Team,Violin, Choir

Instructional Implications of the Classroom  





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The classrooms are very colorful and student centered. The classrooms include: bulletin boards, dry erase boards, word wall, tables, chairs, individual cubbies, writing station, paint easel, restroom, sinks, storage, and rugs. The room is arranged as a traffic free zone. The students do not have individual desks, instruction mostly takes place on the floor. The students are able to move about without the hassle of desk. The graphics of the room include the student’s work displayed, bulletin boards, shapes, alphabets, numbers and other instructional posters. The rooms are less than 50% commercial. The lighting in each class is sufficient. The teachers are able to adjust the temperature to meet the students needs. Educational Resources: computers, listening center, and a television Schedules and Routines: Each class has its own particular schedule but the schedules consist of the same activities.

Instructional Implications of the Classroom Teacher       

Teacher: Mrs. Charlotte Murray- Lawton Education:Texas Southern University Bachelors in Social Work, Certified through Alternative Certification Program in 1989 Gender: Female Age: 47 Ethnic: African American Teaching Experience: 20 yrs. (Last 6 yrs. In Pre-K) Teaching Style: Constructivist- Jean Piaget. She constructs her own knowledge instead of reproducing what someone else has taught. She creates her own activities and learning instruction. Mrs. Lawton believes that children learn through hands-on instruction and from their environment. Mrs. Lawton enjoys teaching and has great expectations for children’s learning. Watching her teaching methods has given me great insight on classroom management and how to help my students learn to best of their abilities.

Mrs. Lawton in Action!

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Instructional Implications of the Teacher Candidate Kristalyn M. Bell Ethnicity: African American Age: 25 The greatest thing about teaching is watching the students learn. I know that I will become a great teacher one day and help impact the lives of the students. I chose this field because I believe it was an innate passion that was inside of me to help children. The ability to teach is one of the greatest skills I posses and I intend to use that skill inside of my classroom to help my students.

Instructional Implications of the Classroom  

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Grouping Practices: The teacher conducts whole and small group activities with the class. Ancillary: Under the new law ELA students must have integrated learning with English speaking students. The teachers created two groups for their students blue and red group. The blue/ red group in both of the teacher’s classes attend the same ancillary together. Each student attends each of the ancillaries throughout the week but with other students from each class. This allows the students to interact together and possibly learn another language from other students. Ancillary: Music, Physical Education, Science, Library These classroom characteristics will affect my teaching and student learning in an excellent way because it will allow me as well as the student to be exposed to another culture through language.

Lawton’s Ladybugs

Instructional Implications of the Students 

Number of students: 22



Age: 4



Grade Level: Pre- Kindergarten



Gender: 11 boys, 11 girls



Ethnicity: 1 Chinese male, 1 Vietnamese male, 1 Vietnamese female, 1 Hispanic Male, 8 African American males and 10 African American females



There are no special need students.



The primary language of the class is English. The two Vietnamese students say a few English words but their primary language is Vietnamese. The Chinese male can speak a little English at school but he uses his native language, Chinese at home. The Hispanic student speaks English.



Learning Styles: Most of the children learn by observing. This theory is supported by Albert Bandura, who believes that we can learn from watching or observing others (Roe, Ross, Smith 27).



Achievement Levels: The student’s achievement level is based on a grading scale of 1,2, or 3. 1- Discovering, 2- Exploring, 3- Connecting





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Special Modifications are not included in the lesson plans until the child has been diagnosed and it is acknowledged by the school. If a special need child was included in the class I would the necessary arrangements to ensure the child’s participation in the lesson. The Instructional Aides provide individual instruction for students who may be have difficulty in grasping certain concepts. They work one-on-one or in small groups. Prior Learning: The students use their five senses throughout the school day in many ways. The prior introduction to the skill that I will teach in the unit will help the students to better understand why our senses are important and how do we use them.

Section 2: Learning Goal and Objectives

Marvelous Math!

Appropriate Learning Goal 





Multiple Objectives Lead to the Goal: The learning goals and objectives that are appropriate to the learning context are outlined with the Texas Essential knowledge and Skills Handbook, Clear Curriculum, and Scholastic Curriculum. Learning Goal: To prepare the students for Kindergarten by simplifying future concepts to fit their learning needs by using the objectives outlined in TEKS and the curriculums. This goal address crucial components of the curriculum and is appropriate because it builds on future learning and concepts that the students will need. The students must understand how their senses help them learn and observe to collect information.

Appropriate Learning Goal 



The students need to know each sense and understand how it operates to help the body system. Objectives Match Leaner Concept: The learner context will consist of the community, school, the classroom, the teacher and the students. The objectives that are set forth will help the become good learners and productive citizens. The achievement levels in this class are average at this particular time due to lack of exposure before attending school. A few of the student have prior knowledge about their five senses and know how they work. The learning style of each student is different. Once observations have been made through prior learning scenes than the needs of those students can be met through an IEP. Individualized Education plan is an anecdotal record that helps the teacher understand how to teach a student based on prior observation of the student’s learning abilities.





Objectives Suggest Multiple Learning Activities: I want the children to have a good learning outcome rather than the activities. The learning outcome will come from the activities I have planned (e.g. What do you smell?) The students will have a better understanding of why we use our nose to smell and associate the thing they smell at school with the things they smell at home. Each child was given two cups to smell and they had to draw what they smelled. Carrington said I smell oranges and pumpkin. The first cup was right, oranges. The second cup was wrong, it was cinnamon. The great thing about his outcome was he associated the pie taste and scent to what he smelled in the cup. This can also help with the next sense which could be taste.

The fun begins with Reading!

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Objectives Align with Texas Essential Knowledge and Skills (TEKS) and Clear Curriculum: VI. Physical Science Skills VI.A.1 Child describes, observes, and investigates properties and characteristics of common objects. The child uses senses to explore and sensory language to describe properties of natural and human- made materials. The child examines and describes the texture of materials. During the unit the children will investigate properties of certain materials using their five senses. Some objects may require more than one sense (e.g. Popcorn- you can smell, taste, see, hear, and touch popcorn)

Reading about the 5 Senses!

Section 3: Assessment Plan

Assessment Plan Pre- assessment  How many senses do we have?  What do we use our senses for?  Name a sense and give 2 things that fall under that sense. 

Pre-Assessment Chart

Pre- Assessment Results

About 49% of the students had prior knowledge of the 5 senses  About 31% of the students had no knowledge  About 10% Gave examples  About 10% Gave no examples 

Assessment Plan Overview Learning Objectives

Type of Assessment

Assessment Format

Adaptations

Science- V. A.1. The child uses senses to explore.

Authentic- Formative and Post

Questions Drawing

-Customize assessment -Different intro

Mathematics-V.A.6. Child demonstrates understanding that when counting, the items can be chosen in any order.

Reliable Assessment 

Before I begin the lesson I will be checking for prior knowledge. I will also record the answers of children to the questions I ask.



During the lesson I will ask questions about the things we discussed previously. Sense 1: Hearing. What part of our body do we use to hear. Sense 2: Seeing. What part of our body do we use to see? What are some things we can see.



After the lesson I will review the senses and their properties. I will ask questions about each sense. The children will pick a sense and draw something they can do with that sense. Indiya: Touch. I can draw hearts. She has associated touching with being able to pick up a pencil and draw.



Pre- Kindergarten is a discovery grade and it is based on connecting with certain concepts.



Assessment Strategies: I chose this assessment because it is based on if the student knows the information or not. If the student was listening then they would be able to name a sense and possibly what the sense does. The assessment reliably assess the learning objective because not only can the student explain but they can visually draw what they have learned.







The reason why I chose these two types of assessments is they were the best learning styles for my students in my class. Pre- Kindergarten students need a lot of visual and hands on activities, so this was helpful to them. The pre-assessment results differs a lot from the post-assessment results. When I gave them the pre-assessment, I wanted to know if the students knew anything about the five senses. Some of the student knew while others went into deep thought.When I reviewed the lesson and gave examples the students seemed enthused and eager to learn more. As a future teacher my thoughts were of the children with difficulties during my lesson and how I could make the proper adjustments and modifications that were suitable for my students needs.

Valid Assessment and Scoring Procedures I will score the students based on what they explained to me and what they drew.  1- Discovering, 2- Exploring, 3- Connecting  1- Discovering- The student did not grasp the concept.  2- Exploring- The student could explain or draw.  3- Connecting- The student fully understands the concepts.  The females in this classroom grasped the concept better than the males. The females in this classroom had more prior experience than the males. Aaron stood out among the males because he named each sense, its function, and he drew the picture. 

Adaptations in Assessment Administration Procedures 

The same procedures were used for each student. The students that were still discovering the concept will be placed in a workstation that will help them connect with their 5 senses. The instructional aides will also do a one hour inclusion twice a week working with the students on their senses.

Assessing the student

Section 4: Design for Instruction

Application of Pre- Assessment Data 

The results from my pre-assessment revealed to me that some of my students had lack of knowledge when it came to the five senses. After carefully analyzing my assessment, I made the proper adjustments. After a period of time I saw that the students were learning the five senses and their properties.

Impact of Learning Context 

The 5 senses unit that I carefully thought through impacted my students. It taught them what their senses are and how they are used to help the human body. When I began to ask my student about the five senses some of them knew right others began to think. As time progressed throughout the unit the students began to grasp the concept. Some of the student s needed help while others independently completed their assignment.

Technology We used the television to review a small video about our five senses.  The children also played matching games with the senses.  Nose: match to a flower or bottle of perfume 

Section 5: Instructional Designs

Instructional Decisions Informed by Student Performance 



When I gave my pre-assessment test, I had pictures or an ear and two eyes and I ask the students some questions. Some of the students got them correct, I added two more senses for more practice. For the students who did not do as well on the pre-assessment, I went back and reviewed two other senses. The students who did better that time, I ask them to give me examples for two of the senses. The students who didn’t understand, I put them into little groups and I worked one on one with them. I showed them where we use each senses and examples of things that could be used with those senses. After that I re-taught the lesson as a group and they all had a better understanding of the five senses.

Instructional Decisions and Learning Goals 

The modifications that I made were different for every student according to how they responded to my questions. I the different modifications so that every student in my class would be able to learn and understand all of the learning objectives and goals set for my students.

Instructional Impact on Student Attitudes and/or Behavior 

While I was introducing the lesson my student were listening and paying attention. Their interest seemed to with the lesson. Before I could finish my students began to ask me questions about the five senses and some tried to explain to the other students what the five senses are. My students did very well with the lesson. They were attentive and using their senses hearing and seeing to apply the lesson.

Section 6: Analysis of Student Learning

Analysis of Student Learning Graphic Presentation of Assessment Results

Results

Analysis of Student Learning 

Whole Groups- From the very first time I gave the preassessment up until now, the students have made tremendous progress. I was worried at first that all of my students were not going to grasp the five senses concept and properties, but with the hard work and determination that I had for my students was worth every bit of work.



Sub-Groups- The groups that I studied and paid close attention to were my high and low leveled learning students. The students that did very well on the five senses, I asked more advanced questions. As for my group of low leveled students, I gave them the same amount of work I modified my questions to fit their needs.

Interpretation of Assessment Results 

After viewing the results of my students, I was satisfied with the outcome of the lesson. For the most part my students did well and grasped the concept of using their five senses and how we use them in multiple ways. The children accomplished the learning objectives and demonstrated new skills such as classifying different things using their senses.

Section 7: Reflection and Self- Evaluation

Reflection on Modifications to the Unit of Instruction 



After reflecting on the unit, I feel that I have accomplished so much, and have grown as person. When I started out on my unit there were things that I had to improve on within myself in order to help my students to be successful with this unit. It took some time to plan out this unit for them because it was new to me and I didn’t know how to exactly get started. At the beginning I had this perception that everything had to be perfect because I was teaching my students but as time went on I realized that I was learning along with them. When I reviewed my unit I took a mental note of the certain modifications to the unit and assessments and began to pace my students on different levels of learning so they could all learn the lesson. In the future I will remember that all students do not learn on the same level or at the same pace. While I am preparing my lesson I will include different modifications so that I will be prepared.

Reflections on Implications for Professional Development 

Planning this unit has been truly an experience, and I believe all future teachers should do a work sample because it helps you reflect on your experience as a student teacher candidate and will help you grow in certain areas. When I began to put this work sample together I thought that it was pointless, but as time went on I saw the significance of this assignment and it also helped me to realize certain things about teaching. My student teaching has been an experience that I will never forget. I have had some wonderful and trying days. I was faced with some oppositions that had not arose inside my head. I have developed a since of individuality that I did not know existed. I have learned to be more patient and understanding. When you have obstacles before you use the children as an uplift. My coordinating teacher was not the best it was times that I had to figure things out by myself but it taught me that I was a great problem solver. We as teachers hold some of the most greatest gifts we have search deep within ourselves and speak life into our classroom situations. I enjoyed my experience and I thank those who have helped me get to this point.

Future Educator Of America Mrs. Kristalyn Koontz