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Pullin Teacher Work Sample

Maps and Globes UnitMarch 20 – March 31, 2017

Savannah PullinTeacher Work Sample

Spring 2017

Olander Elementary, Fort Collins, COFirst Grade

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Table of Contents

Section 1: Context and Setting………………………………….………………….3Community……………………………………………………………….….3District…………………………………………………………………….....3School…………………………………………………………………….….3Classroom……………………………………………………………………5

Section 2: Topic and Rationale……………………………………………………..6

Section 3: Standards, Goals, and Objectives……………………………………….8Goals and Objectives………………………………………………………...8Standards Addressed………………………………………………………...8

Section 4: Assessment Tools and Instruction (Pre- and Post-)……………………..9Pre- and Post-Assessment……………………………………………...…..10Formative Assessment…………………………………………………..….11Final Assessment……………………………………………….………..…11

Section 5: Instruction and Management Plan……………………………….…….12Lesson Plans……………………………………………………….……….13

Section 6: Assessment Data and Analysis…………………………….…….….…40Pre- and Post-Assessment……………………………………….…………40Final Assessment………………………………………………………...…41

Section 7: Student Teaching Experience Reflection………………….……….….43Classroom Management……………………………………………………43Teaching Philosophy……………………………………………………….45Planning and Implementing Lessons and Assessments……...….………....46Personal Reflection.….…………………….…….…………….……….….47

Appendix…………………………………………………………………...……..48

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Context and Setting

Community

Olander Elementary School is located in Fort Collins, Colorado in Poudre School

District. Fort Collins is a city in the Front Range of Colorado located approximately one hour

north of Denver. The city is home to Colorado State University, which serves over 33,000

students. Fort Collins has a population of approximately 158,600 people. The median annual

household income is $53,359 (fcgov.org). There are many small businesses, quality medical

centers and biking and hiking trails within the community.

District

Poudre School District contains 52 schools, 31 elementary schools, across Wellington,

Timnath and Fort Collins. Poudre School District serves 29,053 students enrolled pre-

kindergarten through twelfth grade. The demographic breakdown of Poudre School District is as

follows. Seventy three percent of students are non-Hispanic/Latino students; 18% are

Hispanic/Latino students; 1% are African American, .14% of students are Native

American/Alaskan, 3% are Asian, .14% identify as Hawaiian/Pacific Islander and 3% of students

identify as “two or more” (psdschools.org). Approximately seven percent of students are

Emerging English Language Learners (“Poudre School District,” 2013).

School

Olander Elementary is a Project Based Learning (PBL) school that offers kindergarten –

fifth grade levels. The PBL approach encourages students to collaborate on multidisciplinary

projects while investigating real-world driving questions (“Olander School,” n.d.). The

curriculum is grounded in Colorado Academic Standards and is designed to equip students with

the problem solving and critical thinking skills they will need to be successful in a globalized

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economy (ola.psdschools.org). Grade level teaching teams plan three unit projects that students

complete over the course of the year.

During my internship and student teaching at Olander my class took part in three

engaging projects. In the fall we investigated the Wampanoag people and the Pilgrims in the

1620s. The students learned historically accurate information from multiple sources about the

Pilgrims’ journey to the New World and the culture and daily life of the Wampanoag tribe. The

students created models of Wampanoag and Pilgrim villages and crafted a “teaching trunk” with

various items that would help them teach others about the topic. After winter break we started a

project focused on important U.S. symbols and leaders. Students worked in partners to research a

symbol or leader and presented their findings to the class. As a part of their presentation students

wrote informational paragraphs about their topic and created a project of their choice to

compliment their work. Some students created life size sculptures of leaders; others chose to

create clay models, Pixie presentations, costumes or posters. The final project taking place in

April and May helped students unpack concepts health and wellness through interacting with the

schools’ community garden.

Olander community enjoys support and involvement from parent volunteers. Frequently

when I would arrive at school in the morning I would see parents placing on nametags ready to

help with word work or other classroom tasks. In my classroom we were extremely fortunate to

have parent volunteers during the Daily 5 block and math.

The school offers both Gifted and Talented and Integrated Services programs (“Olander

School,” n.d.). Olander employs 28 teachers, as well as a school psychologist, principal and

assistant principal, speech/language therapist, occupational therapist, and several PERA

professionals (“Olander School,” n.d.). Olander implements the Treasures literacy curriculum

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and the EnVision math curriculum. The school’s mission is to empower children to reach their

full potential and foster the love of learning through a collaborative, creative, and purposeful

education.

Cooperating Teaching Classroom 1st Grade

My cooperating teacher and I have 24 students in her first grade classroom. My

cooperating teacher is an experienced teacher who has been teaching for over twenty years

within Poudre School District. Her room is colorful and organized. The 24 desks are arranged in

the center of the room in groups of four or five. By her desk are two desktop computers the

SmartBoard and a shelf area that makes up the listening and math center. She’s fortunate to have

lots of storage at the back of the classroom with cabinets and a sink. She’s designated one corner

by the exterior door as the library that has bins of texts separated by level and topic. There is a

half-moon shaped table by the back door, which is home to lots of small group work throughout

the day. The walls are almost completely covered with posters for various disciplines, the jobs’

chart, and anchor charts. An area by the door features a “top banana” display of the student

who’s been chosen top banana of the week. The student is invited to bring in family photos and

creates a small poster of their interests and preferences. In the front of the classroom is a large

oval shaped rug, easel, and white board. We frequently use this space for whole-group

instruction.

Six students receive literacy support in the school’s Literacy Lab during Daily 5

rotations. One student struggles with severe behavior problems and works closely with

Integrated Services professionals. He takes breaks outside of the classroom and PARA

professionals visit him in Becky’s class every morning and afternoon and frequently pull him

from the classroom for small group work. To ensure his safety and the safety of the other

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students an adult supervises him during recess. Becky works closely with administrators and the

IS team to meet the student’s needs and facilitate his IEP. He is on a behavior plan that uses a

graphic organizer to monitor progress. Becky is great about providing multiple paths for learning

to all students and is aware of students’ unique learning needs and preferences. She is warm and

sets high expectations for students’ academics and behavior. She readily suggests

accommodations such as wobble chairs, fidget toys and headphones to students. Becky uses a

myriad of positive classroom management strategies, including natural consequences, praising

positive behavior and noncontingent reinforcement strategies.

Olander has a school-wide behavior management program called the BEST Code. The

BEST Code stands for Be responsible, Expect the best of yourself, Safety first, Treat yourself,

others, and property with Respect. Accordingly to the literature Olander provides families the

BEST Code supports Olander’s culture of mutual respect, personal responsibility, safety, and

“doing your best.” Additionally Olander utilizes Positive Behavioral Interventions (PBIS) as a

“school-wide framework of prevention and intervention that promotes high behavioral

expectations for students”. Teachers and administrators at Olander reinforce positive behavior

with Flying Highs. Flying Highs are small slips of paper that are awarded to students exhibiting

BEST behaviors. Students enter their flying highs in a contest each week to receive prizes.

Topic and Unit Rationale: Maps and Globes

For my teacher work sample I chose to plan a thematic social studies unit about maps and

globes. I chose this particular topic for three significant reasons. First and perhaps most

importantly this topic aligned seamlessly with the curriculum my mentor teacher and her grade

level team had designed for this time in the semester. Olander Elementary School is a Project

Based Learning school and the maps and globes unit fit nicely between our two spring projects.

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The first PBL unit began immediately after we returned from Winter Break. This project covered

United States symbols and leaders. While I was very intrigued by the topic the timing would

have made it difficult to plan and implement my TWS unit as I was easing into the new demands

of student teaching. Teaching the maps and globes unit allowed me more time to plan and more

autonomy to create new lessons.

Another important factor in my decision was that this topic has a strong connection to the

Colorado Academic Standards. As the geography standards note understanding a spatial

perspective is important in understanding how places are connected at the local, national and

global scales. Geography helps students appreciate the relationships and interrelatedness of

people, places and environments. In April and May the students would undertake their plants and

garden project, which incorporates wellness, social studies and reading, writing and

communicating standards. One of the important themes of that project is where food comes from

and how food is often produced in other parts of the world and transported far distances. I felt

that introducing maps and globes could help build foundational knowledge that would support

their garden project learning. The standards taught in the maps and globes unit discussed below

would help students to grasp the subsequent standards developed during the plant and garden

unit including Geography Standard 2: a) “Identify examples of boundaries that affect family and

friends” and b) “Give examples of how people use and interrelated with Earth’s resources (DOK

1-2).”

My final reason for choosing to teach about maps and globes was because I remember

learning about the seven continents in first grade and having trouble conceptualizing the idea that

people lived in different places and that cities, states, countries and continents were separate and

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somehow related. One of my goals became to ensure that students could identify these accurately

and explain their relationship to one another.

Unit Standards, Goals and Objectives

The unit primarily focused on social studies standards including the following:

Geography Standard 2. 1: Geographic tools such as maps and globes represent place.

A. Explain that maps and globes are different representations of Earth

B. Use terms related to directions – when describing locations

D. Distinguish between land and water on a map or globe

E. Create simple maps showing both human and natural features

The goals for the unit were derived directly from the Colorado Academic Standards in

combination with the learning activities and books I selected for read aloud. There were two

overarching goals for the unit. The first goal was to steep students in the important qualities of

maps so that they would be able to identify map features and produce their own authentic maps.

The second goal was to give students a conceptual understanding of maps so that they could use

terms related to direction to describe locations, understand how cities, states, countries and

continents are interrelated and to explain that maps and globes are different representations of

Earth.

Lesson 1. Objectives – Students will be able to describe three important features of a map

including, bird’s eye view, compass rose and map key. Students will be able to use a compass

rose to correctly identify cardinal directions.

Lesson 2. Objective – Students will be able to use a map key and compass rose to follow map

clues and finish a partially completed map.

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Lesson 3. Objective – Students will be able to create a simple map of their desks featuring bird’s

eye view, map key and compass rose.

Lesson 4. Objective – Students will be able to identify their school, street, city, and state

accurately.

Lesson 5. Objective – Students will be able to identify their school, street, city, state, country,

continent and planet accurately.

Lesson 6. Objectives – Students will be able to explain how maps and globes are different

representations of the Earth. Students will be able to distinguish between land and water on a

map and globe.

Assessment Tools

My mentor teacher uses a variety of assessment tools in her classroom to evaluate student

learning. In some cases we integrate technology into assessment by using Plickers, a learning

application that allows teachers to quiz students anonymously on material. In the beginning of

the year we conducted several assessments on letter/sound and sight word recognition that

resulted in the formation of several small intervention groups. Olander also subscribes to online

literacy and math programs called Lexia and Dreambox that provide teachers feedback on

student progress. Additionally, we monitor students’ literacy acquisition with DRA and DIBLES

assessments. In consideration of the early primary setting our assessments are frequently

informal and designed to be developmentally appropriate. We utilize “turn and talks” and other

peer discussion techniques to gage students understanding. When I ask students to think, pair and

share with partners I walk around and listen to their conversations to see how well they are

understanding and articulating their ideas. Analyzing students’ products is also an important way

for me to see if/how I need to tailor future instruction. I have found this is particularly important

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when it comes to math. Each day during the independent practice portion of our math lesson I

rove around answering questions and asking them to see where students are at with the topic.

This has helped me to create groups who might need enrichment the following day and also pair

students so they can teach each other. After the lessons I look over their worksheets during my

plan period in order to get even more information and identify shared patterns of need and

misconceptions. This has proved to be a wonderful opportunity for me to learn about students’

strengths and areas for growth.

I used a range of strategies within my unit to assess if students were achieving the

learning objectives. To begin the unit I conducted a student-focused pre-assessment in the form

of a KWL. Students shared what they already knew about maps and I was pleasantly surprised

by what they already knew! Throughout the unit I also incorporated peer discussions (turn and

talks), lots of conversations with students individually during activity times, and generous

amounts of questioning during lessons. I also conducted continuous informal assessments based

on participation, student responses, and reflection on the end results of their products.

Pre- and Post-Assessment

For a pre and post assessment I used a KWL. I chose a KWL for two primary reasons I

felt that the KWL would provide a valuable opportunity to activate students’ background

knowledge and also motivate them to learn about a new topic. During the first lesson we

completed the “Know” and “Want to know” portions together as a class. I recorded all student

ideas regardless of whether we would answer or address that specific idea within the unit

because I wanted students to feel heard and empowered. Students were eager to share what they

already and knew and were wondering. During the last lesson, lesson 6, we completed the

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“Learned section”. Students demonstrated their excitement about the material and readily offered

ideas. I wrote down every student’s response in the “Learned” column.

Formative Assessments

I conducted formative assessments within each lesson in a variety of ways. One of the

informal tools I used most frequently was providing students opportunities to “pair and share” to

process content. I listened attentively to partner discussions to gage what students understood

and what might need to be retaught. I also designed lessons so that students would have

opportunities to work together. This allowed students to evaluate each other and teach each

other. For example, during the first lesson students quizzed each other using the compass roses

that they had created to locate objects in the classroom. I visited and listened to each partnership

and the clues and answers they were giving. In several instances students were able to correct

each other and explain their thinking. Additionally, I used a variety of questions to assess

learning against the objectives and provoke all levels of thinking. I wrote questions into my

lessons plan with great intention for the purpose of promoting student understanding and deeper

thinking. Another type of formative assessment I utilized was assessing student products. For

instance, I carefully examined the compass rose, maps worksheet, desk map, Me on the Map

booklet and exit tickets that students produced during the unit lessons in order to inform my

instruction and assess progress towards learning objectives.

Final Assessment

The summative assessment for the unit was the map of students’ bedroom. Students were

asked to create a map of their bedroom at home complete with a compass rose (with North,

South, East and West), the items in their rooms, a map key, bird’s eye view, and a title. Students

had one week to complete the project. The paper and directions for the map were provided by

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me and sent home with students in Friday folders. The directions asked parents to help as needed

but to allow their children to be the primary creator of this special project. Lesson 5 Map of My

Desk was designed to prepare students for creating a similar map independently at ho

Instruction and Management Plan

The first grade maps unit took place over two weeks in March. Originally I had intended

the unit to be three weeks, incorporating additional curricula on globes, however as we entered

the second week my grade level team decided that we needed to abbreviate the maps unit in

order to begin the next PBL. I initially planned the unit to be a total of nine lessons. I amended

the final three lessons in order to condense the content and standards into one succinct final

lesson. I taught the six maps lessons on Mondays, Tuesday and Fridays during our Social Studies

block at the end of the day.

The first half of the unit focused on basic map features. I decided to begin the unit with

cardinal directions. The students created a compass rose and practiced using it with partners.

This first lesson also incorporated music and gross motor movement. Then we began learning

about map features, including map keys, compass roses and bird’s eye view. In lesson two the

students used what they learned about map keys and the compass rose to finish incomplete maps.

In lesson three students applied their knowledge further to create a maps of their desks complete

with the map essentials.

The second half of the unit supported students in conceptualizing place and

understanding how city, state, country, continent and the Earth share a relationship on maps and

in the world. For the final three lessons students worked on creating a Me on the Map book and

mastering the relationships between cities, states, countries and continents in addition to being

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able to name them. We concluded the unit by thinking about how globes and maps are alike and

different, how maps are useful and by completing the KWL we began during the first lesson.

The unit incorporated a variety of instructional and assessment strategies. The lessons

provided opportunities for students to work collaboratively with peers, work independently,

engage in whole group discussion and experience inquiry learning and direct instruction. You

will find the lesson plans for the maps unit below.

Teacher: Savannah Pullin Date: 3/20/17School: Olander Elementary School Grade Level: First Grade Content Area: First Grade Title: Maps Introduction, What do you know about maps? Lesson #: 1 of 6

Content Standard(s) addressed by this lesson:Geography Standard 2 Geographic tools such as maps and globes represent place. B. Use terms related to directions – when describing locations E. Create simple maps showing both human and natural featuresUnderstandings: Maps have three important aspects: they are presented in bird’s eye view, they have a compass rose that indicated cardinal directions and they often have map keys or legends complete with pictures and labels that symbolize map features.Cardinal directions help people locate places in the real world and on a map. Inquiry Questions: What do you already know about maps?How are maps useful tools?Suggested Read Aloud:North, South, East, West by Margaret Wise BrownEvidence Outcomes: Every student will be able to: Students will be able to describe three important features of a map including: bird’s eye view, compass rose and map key with a partner. Students will be able to use a compass rose to correctly identify cardinal directions.List of Assessments: Informal assessment in two forms: “Pair and Share” & opportunity for students to use compass rose that they create to locate objects in the classroom with a partner.

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Planned Lesson ActivitiesName and Purpose of Lesson

Should be a creative title for you and the students to associate with the activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this lesson.

Maps Introduction, What do you know about maps?

Approx. Time and MaterialsHow long do you expect the activity to last and what materials will you need?

30 minutesMaterials:Directions song on CDCompass Rose Worksheet

Anticipatory SetThe “hook” to grab students’ attention. These are actions and statements by the teacher to relate the experiences of the students to the objectives of the lesson, To put students into a receptive frame of mind.

To focus student attention on the lesson. To create an organizing framework for

the ideas, principles, or information that is to follow (advanced organizers)

An anticipatory set is used any time a different activity or new concept is to be introduced.

Today we’re learning about something new! We’re learning about maps!What do you know about maps? Ok now what do you want to know about maps? I will record student responses.

Procedures(Include a play-by-play account of what students and teacher will do from the minute they arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List actual minutes.)Indicate whether each is:-teacher input-modeling-questioning strategies

Teacher ActionsLead students in a short discussion about what they already know about maps to activate background knowledge. Record responses on the white board.

Give a brief introduction about maps. There are three important things to know about maps:1. maps have bird’s eye view, which means it’s like you’re looking down from above like a bird2. maps have a compass rose (show them a compass rose) a compass rose

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-guided/unguided: -whole-class practice -group practice -individual practice-check for understanding-other

3. maps have a map key

Turn and talk – turn to your partner and tell them three things you just learned about maps

Cardinal Directions SongStudents stand behind desks and listen to the directions song in pieces. What clues did you hear? As the song plays I will put up the cardinal directions on the classroom walls. Then we’ll listen to the song once more singing along and practicing the motions that go with it. (The sun is rising in the East uhuh the sun is setting in the West uhuh. My nose is North, my tail’s South and so I turn myself around and the sun is rising in the East and setting in the West)

Make a compass roseHere’s the compass rose you will make. You’ll need to write in N,S,E and W! Then you can color your compass rose and cut it out. Once we’ve finished them we’re going to use them to give each other directions. I could give you clues like What is the yellow object on the North wall of the classroom? Or What is the transparent thing on the East side of the room? Students answer. You’ll give a clue and then your partner will give a clue.

ClosureThose actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion. Used to help students bring things together in their own minds, to make sense out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:

To cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson.

To help organize student learning

Today we learned three important things about maps. Who can tell me one of them? Yes! Maps have keys. What else? Definitely, maps show a bird’s eye view. What’s the last thing we learned about maps? Maps have a compass rose. Tomorrow we’re going to use what we learned about directions to help us complete an unfinished map.

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To help form a coherent picture and to consolidate.

DifferentiationTo modify: If the activity is too advanced for a child, how will you modify it so that they can be successful?To extend: If the activity is too easy for a child, how will you extend it to develop their emerging skills?

Allowing students to work in partners gave students who may have had difficulty identifying cardinal directions peer support in the moment. I encouraged students who needed extension to create and answer more complicated clues. For example, What’s the object on the West wall that’s East of the calendar?

AssessmentHow will you know if students met the learning targets? Write a description of what you were

looking for in each assessment.Informal assessment in two forms: “Pair and Share” & opportunity for students to use compass rose to locate objects in the classroom with a

partner. I went around the room listening as students offered each other direction clues to see if they were accurately using the compass rose. All of

the students I spoke with were able to correctly identify the object their partner was having them guess at which showed me that they knew which direction to look in. For example I heard one student say What is the round

thing on the South side? His partner looked towards the South wall and correctly guessed the clock. This activity worked well because it allowed

students to check each other. For example, I heard one student say “no I said the East side, not the North side.”

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STEPP Lesson Plan Form

Post Lesson ReflectionI think what worked best about this lesson was the progression of it. The KWL hooked students, activated their background knowledge and got them excited about a new topic. I think the brief introduction to map basics was beneficial and breaking the lesson down even further by focusing on direction first was valuable. Anytime I can incorporate movement into learning I try to. The directions song was fun and helped students connect the content to kinesthetic learning. I also like that by creating the compass rose and using it for partner work provided an opportunity for real-world application and peer assessment. The next lesson will build upon the same aspects of the standard and allow students to further apply what they know about directions and map keys. Something I would change about this lesson is rearranging a couple of the partnerships. Most students worked collaboratively together but two groups were off task and I could have foreseen they would be.

Teacher: Savannah Pullin Date: 3/21/17School: Olander Elementary School Grade Level: First Grade Content Area: First Grade Title: Elements of a Map, Using a Map Key Lesson #: 2 of 6

Content Standard(s) addressed by this lesson:Geography Standard 2 Geographic tools such as maps and globes represent place. B. Use terms related to directions – when describing locations E. Create simple maps showing both human and natural featuresUnderstandings: Maps have three important aspects: they are presented in bird’s eye view, they have a compass rose that indicates cardinal directions and they often have map keys or legends complete with pictures and labels that symbolize map features.Cardinal directions help people locate places in the real world and on a map. Suggested Read Aloud: Mapping Penny’s World by Loreen LeedyI read this book to students the following day during Read Aloud to compliment this lesson. Mapping Penny’s World includes many relevant map characteristics including titles, scale, symbols, keys, labels and a compass rose. Several maps appear in this book including a map of the main character’s bedroom, an assignment that students will complete during the unit. While reading I asked the following questions:What do you notice about this map? What are some of the different ways we might use maps? (Maps are good for giving directions, exploring new areas, planning hikes, visiting places)What’s helpful about this map? What do you wish it had?Evidence Outcomes: Every student will be able to: Students will be able to complete two unfinished maps by using a compass rose and a map key. List of Assessments: Formative assessment includes map worksheet and discussion with students as they use clues and tools to add to existing maps.

Colorado State University College of Health and Human Sciences




Elements of a Map, Using a Map Key


30 minutesMaps worksheetDirections song on CDVideo: There’s a map on my lap!





Review Cardinal Directions Song x2Are you ready to try the Directions song again? Students stand behind desks and listen to the directions song in pieces. We’ll listen to the song twice more singing along and practicing the motions that go with it. (The sun is rising in the East uhuh the sun is setting in the West uhuh. My nose is North, my tail’s South and so I turn myself around and the sun is rising in the East and setting in the West)


Teacher Actions

Map WorksheetStudents will use clues to complete two different unfinished maps. For example, a clue might read draw a house west of the forest, color it red. Students will need to use the compass rose and map key. Students will work independently in their desks to finish the maps. I will monitor their work, provide support and ask questions as I walk around.






To help organize student learningTo help form a coherent picture and to

consolidate.

Video: There’s a Map on My Lap!I will play a few minutes of the Dr. Seuss There’s a Map on My Lap! Video that features a treasure map. I will pause the video so the map is visible. We will talk about what the students notice. We’ll discuss what the map has and doesn’t have. Students will likely point out that there’s a compass rose but not a map key. We’ll wrap up by talking about how a map key would be helpful and what objects might appear in the key. (Next lesson students will make a map of their desk complete with a map key.)

DifferentiationTo modify: If the activity is too advanced for a child, how will you modify it so that they can be successful?To extend: If the activity is too easy for a child, how will you extend it to develop their emerging skills?

I know some students will have a difficult time reading the clues and I will be prepared to come read to them at their desks. Since the goal of this task is not focused on reading I don’t want reading to impede their ability to show what they know about using maps.


looking for in each assessment.Students will have met the learning target if they are able to use the map key to locate map features and the compass rose to correctly identify direction in order to add small drawings to the maps. If students are able to say draw a lake by the

cabin but instead of drawing it below the cabin they draw it to the right of the



cabin I will know that they could use the map key to identify the symbol for cabin but were unable to determine what would be south of the cabin (and may

therefore have had difficulty with the compass rose and directionality).



Post Lesson ReflectionThis lesson flowed nicely and the worksheet really helped me to see what students were understanding because it required them to use both a compass rose and map key to locate objects on a map. I had lots of good conversations with students while they completed this independently. Twenty of the twenty-three students who were present that day were able to complete the two-sided worksheet with at least 90% accuracy. The difficulties I noticed students having were more related to directionality than utilizing the map key. Two students in particular seemed to struggle with using the compass rose to determine where an object should go. With these students in the past I’ve found that having a visual/kinesthetic connection helps so I held their finger a guided them to where each area would be. This helped tremendously. I think this lesson will lead nicely into the next one, which will have students create an entire map themselves whereas today’s work had them add objects but not the compass rose or key.

Teacher: Savannah Pullin Date: 3/24/17School: Olander Elementary School Grade Level: First Grade Content Area: First Grade Title: Making a Map of My Desk Lesson #: 3 of 6

Content Standard(s) addressed by this lesson:Geography Standard 2. 1: Geographic tools such as maps and globes represent place. B. Use terms related to directions – when describing locations E. Create simple maps showing both human and natural featuresUnderstandings: Maps have three important aspects: they are presented in bird’s eye view, they have a compass rose that indicates cardinal directions and they often have map keys or legends complete with pictures and labels that symbolize map features.Cardinal directions help people locate places in the real world and on a map. Evidence Outcomes: Every student will be able to: Students will be able to create a map of their desk that includes bird’s eye view, map key and compass rose.List of Assessments: Desk maps including: bird’s eye view, map key complete with words and symbols and accurate compass rose





Making a Map of My Desk


30 minutesRectangular pieces of paper for maps





Mini Demonstration:This lesson will fall on the day our book buddies are scheduled to be in the classroom. It will be a great opportunity to work collaboratively and for students “teach” what they know to their fourth grade counter parts.

I will gather the first and fourth grade students on the rug to describe the activity. In first grade we’ve been learning about maps! Today we’re going to make a map of our desks. First graders can you tell me some things you know about maps? (maps have keys, maps have bird’s eye view, maps have compasses)I have a little table here with some items on top. Let’s map the top of the table together. What’s one item you see? Where should my key go? What does a compass rose look like? Where do I put the N for north? Can you remind me, what does bird’s eye view look like? Is there anything we’re missing? Following the students directions I will map out the small table I have beside me on the white board.With your book buddies you’re going to create a map of your desk with all of the important things we know maps need (bird’s eye view, map key and compass rose). First you’ll draw your map in pencil and then you can add color second. Over the weekend you’ll be creating a map of your bedroom so this will be great practice!

Procedures(Include a play-by-play account of what students and teacher will do from the minute they arrive to the

Teacher Actions

I will give instructions and pass out map papers to student pairs. I will move



minute they leave your classroom. Indicate the length of each segment of the lesson. List actual minutes.)Indicate whether each is:-teacher input-modeling-questioning strategies-guided/unguided: -whole-class practice -group practice -individual practice-check for understanding-other

around the room monitoring students’ progress, answering questions and asking them. I will be attentive to ensure that both students are engaged and that first graders are completing the work themselves with help from their book buddies. I will draw students’ attention to scale, symbols in the map key and the cardinal directions when needed as I know these are aspects that will likely need reinforcement.




consolidate.

Once students have completed their maps and I’ve quickly looked them over I’ll ask them to put them in the finished work box. First graders please thank your book buddies for their help today! The maps you made today will help you with your bedroom maps that will be even more detailed.

DifferentiationTo modify: If the activity is too advanced for a child, how will you modify it so that they can be successful?To extend: If the activity is too easy for a child, how will you extend it to develop their

For students that benefit from more processing time I will instruct them to draw the big items in their desk first and add more detail if they have time. I anticipate that the environment will be very noisy due to the cooperative nature of the lesson and the extra students in the room. For the two students I know have a difficult time staying focused, especially when there is excess noise I will provide them space right outside the classroom in the hallway to work where



emerging skills? they will still be in my line of sight but it will be significantly less loud.For extension I will have partners quiz each other using their maps by formulating clues and answering them. For example, which object is to the east of the eraser and to the north of the supply box?


looking for in each assessment.Students will have met the learning target if they are able to create a map of the inside of their desks including bird’s eye view, map key complete with words and

symbols and accurate compass rose.



Post Lesson ReflectionThis lesson was good but chaotic. With 24 extra bodies in the room things got loud but I was pleased to see that all groups stayed focused on the task with little redirection from the fourth grade teacher or myself. I’m very glad I decided to do a demonstration with the students first. It served as a good review for my students and allowed me to introduce the expectations for the assignment as well as clue in the fourth grade visitors. Based on research I had read about how projects can penalize students who have little home support I decided I needed to do a lesson in preparation for the at home map assignment. This lesson helped crystalize the basic map concepts we’ve been learning and I was overall very encouraged with the quality of students work. Every single student completed a map with the three expressed criteria required.

Teacher: Savannah Pullin Date: 3/27/17 School: Olander Elementary Grade Level: First Grade

Content Area: Social StudiesTitle: Me on the Map Lesson #: 4 of 6

Content Standard(s) addressed by this lesson:Geography Standard 2. 1: Geographic tools such as maps and globes represent place. B. Use terms related to directions – forward and backward, left and right – and distance – near and far – when describing locations C. Recite address including city, state, and country and explain how those labels help find places on a map E. Create simple maps showing both human and natural featuresUnderstandings: Maps can show you where you are – anywhere in the world!My school is on a street in our city in our state.Inquiry Questions: Where are you? Where is your school? Where is your town?Where is your state?How are these places connected?Suggested Read Aloud:Me on the Map by Joan SweeneyEvidence Outcomes: Every student will be able to: Every student will be able to: Student will be able to create a Me on the Map booklet with the pages my school, our street, our city and our state and explain the relationship between these places, demonstrating their understanding of where they are. List of Assessments: Questioning, peer discussion and Me on a Map Booklet pages





Me on the Map, the purpose of this lesson is to introduce the idea of place and helping children discover their special place on the planet.


30 minutesMaterials:Me on the Map print outs





Remember how at read aloud we read Me on the Map? (Showing relevant pages of book in time with what I’m saying) Remember it showed us how we could find our special place on the map by first looking at the map of the world and finding our continent and country. And then looking at the map of our country to find our state. And then looking at the map of our state to find our town and then looking at the map of our town to find our street! Today we’re going to start a project that helps us locate our special place right here in our school!


Teacher ActionsI will show students an example booklet that’s completed under the document camera and ask them what they notice, having them pay special attention to the pages gradually getting bigger. I will have them talk with a partner about what they’re noticing and wondering about. I will ask a few students to share with the group.

Then I’ll tell students that we’re going to work on the first few pages of the book today beginning with our school. I will show them how to complete the first page for which they’ll cut it out and then draw and color a small picture




of our school and label it Olander Elementary.

Next, we’ll work on the street page. I’ll show students how to draw a simple street and label it appropriately; asking if anyone knows what street our school is on (Auntie Stone Street). Once done with that step I’ll have students rejoin me at the SmartBoard.

I will cover up the remaining page labels and ask students what they think will come next (our city). Then we’ll work on the city page. For this page of the book students will be given a city map to cut out. I’ll show them the map up close under the document camera and ask them what they notice (a key of schools, streets, numbers). I’ll tell them that in the southwest corner there is a number 22 which is for Olander. I’ll ask students to point to the southwest corner and raise their hands once they’ve found Olander. I will instruct students to first cut the map, then glue it to the page and label it with our city name below. What is the name of the city we live in? Yes! That’s right Fort Collins. (I anticipate that some students will confuse our state and city so this will be important to reteach repeatedly). Students will be given the option to circle/color Olander on the map.

Finally, I’ll bring students back to the SmartBoard one last time to go over the final page for the day. We’ve done our school, our street, our city, what do you think is next? (our state) I show students a map of the United States. Here’s a map of the United States do you see our state? Yes, it’s the one that’s colored in that’s a rectangular shape. The state we live in is Colorado. You’re going to first bubble cut the map and then label the state and draw an arrow to it just like this. Tell your partner what our state is called. Watch my hand… what’s our state called? (Colorado!)

ClosureThose actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion. Used to help students bring things together in their own

Nice work on our Me on the Map book today first graders! You’re getting a feel for where we are on our planet. We’re going to add more pages to our book later for now please count your pages and make sure you have four of them with your name on the back. Then put them in your unfinished work folder.



minds, to make sense out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:



consolidate.Assessment

How will you know if students met the learning targets? Write a description of what you were

looking for in each assessment.

At the end of the day I will ask students the questions below. First asking them to whisper to a partner and then having them all share out together. I will be

informally assessing student comprehension as I listen in on partner conversations and watch carefully as students respond.

I will know if students are meeting the learning target if they are able to answer the following questions correctly after completing the first four pages of their Me on the Map book:Where are we? (Olander Elementary)What street is our school on? (Auntie Stone St)What is our town called? (Fort Collins)What is our state called? (Colorado)Then, praising them and upping the difficulty.What city is our school in? (Fort Collins)What state is our city in? (Colorado)



Post Lesson ReflectionOverall students achieved the lesson objective by accurately answering the formative questions I designed to assess them. However, I noticed a handful of students had difficulty differentiating between city and state. I think it’s really difficult for some children to visualize that the state is bigger than the city and that many cities exist within the state. Based on student discussion and responses every child grasped the idea that our school is in Fort Collins, which is a city, and that cities are made up of many different streets. During lesson five I think it will be essential to review the concepts of city and state and find a way to help students visualize the difference. In order to do this I’m going to incorporate Google Earth into the first part of the lesson. My hope is that by repeating the process that the booklet led us through today but by using the “zoom out” feature students will get a better feel for how these places are interrelated but unique.

Teacher: Savannah Pullin Date: 3/28/17 School: Olander Elementary Grade Level: First Grade Content Area: Social StudiesTitle: Me on a Map Continued Lesson #: 5 of 6

Content Standard(s) addressed by this lesson:Geography Standard 2. 1: Geographic tools such as maps and globes represent place. B. Use terms related to directions – forward and backward, left and right – and distance – near and far – when describing locations C. Recite address including city, state, and country and explain how those labels help find places on a map E. Create simple maps showing both human and natural featuresUnderstandings: Maps can show where you are – anywhere in the world!Our planet has seven continents: South America, Antarctica, Asia, Africa, Europe, North America and Australia. Inquiry Questions: Review inquiry questions: What city do I live in?What state do I live in?Which is bigger, a city or a state?New inquiry questions:What are continents?What country do I live in?What continent do I live on?Evidence Outcomes: Every student will be able to: After singing the continent song, viewing a world map and completing the country page in the Me on the Map book students will be able to name the seven continents and the country they live in.List of Assessments: Peer discussion, verbal participation and exit ticket





Me on the Map continued, the purpose of this lesson is two-fold first to review the concepts of city and state and second to introduce continents.


25 minutes – 30 minutesMaterials:Google EarthMe on a Map materialsWorld mapContinents song on CD





I want to show you something really really neat! This is a website called Google Earth. It allows us to see different places in the world. Today we’re going to see the places we’ve added to our Me on a Map books.

Procedures(Include a play-by-play account of what students and teacher will do from the minute they arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List actual minutes.)Indicate whether each is:-teacher input

Teacher ActionsReteach/Warm upI will have open Google Maps on the SmartBoard. I’ll ask students to remember the first page of our booklet. Where did we begin? Olander! Yes, let’s start there. I will type in the school’s address. We’ll repeat this process moving out to street view, then searching for our city (Fort Collins) and then our state (Colorado). I’ll ask students if I should zoom out or zoom in to get to the next step. I will affirm their notion that I need to zoom out as we continue



-modeling-questioning strategies-guided/unguided: -whole-class practice -group practice -individual practice-check for understanding-other

because our school is within the city and so on. Ok first graders we’re going to pause here because I have something new to teach you.Me on the Map BookLet’s read our job together. I can name the country I live in and the seven continents. Today we’re going to complete the country page in our books AND learn what the seven continents are! Your ticket out the door today is to tell me what country we live in and tell me what the seven continents are.Our country is called the United States of America. It’s sometimes called America, the United States or the U.S.A. I will show students how to complete the country page under the document camera. I’m going to give you a map, your first job is to cut it out and then to color the United States. Make sure that you color Alaska too (pointing to it) Alaska is one state in the United States. Then you will glue your map on the page that says our country and draw an arrow from “our country” to the United States just like this.Continent SongWhen students have finished their country page we’ll move on to learning about continents. I’ll have students meet me again by the SmartBoard. I’ll tell them you might have noticed that on that last map there were some other countries attached to the United States. Together those countries and the United States make up our continent, which is called North America. Can you say North America? Good! Now listen to this song. It’s going to teach us ALL seven continents. I will play the song called I Have the Whole World in My Hands once through singing it and pointing to the countries on the world map I’m holding as I go. Then I’ll ask students are you ready to try it with me? We’ll listen again and students will sing along. We’ll listen to it a third time through singing together. When the song is over I’ll point to continents and ask them what continent I’m pointing to, first to tell a neighbor and then to answer in unison whole-group. I’ll continue this until every student seems secure with all seven.

ClosureThose actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion. Used to help

Your ticket out the door today is to tell me what country we live in and what continent we live on. I will pass out sticky notes and ask students to silently write down the country we live in and the continent we live on. I will check and collect them as I dismiss students to get backpacks and coats for the end of the



students bring things together in their own minds, to make sense out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:



consolidate.

day.



I will know students have met the learning objectives if they are able to correctly name the seven continents and the country they live in. I will gather

this data by listening to each student’s responses when I question them using the map and also by assessing their exit ticket responses. If they are able to correctly

identify both the country and continent they live in I will know they’ve met the learning target.



Post Lesson ReflectionThis lesson felt really successful I think reteaching the concepts of city and state by using Google Earth was helpful. The zoom out/zoom in feature allowed them to engage in spatial thinking and better understand how one exists within the other. I also think that continuing to point out how the book page sizes grow has helped with this concept. Another successful aspect of the lesson was the continent song. All 24 students were engaged and singing. I loved being able to use song as a method of instruction. Twenty-one students out of twenty-four total were able to correctly name the country and continent on their sticky note. Two students were unable to remember the name of the continent but could remember the name of the country. One student accurately named the United States but listed the continent as South America. I reviewed the world map with these three students. A great majority of students were able to meet the learning target. For our next lesson I envision finishing the Me on the Map book (continent and cover page) and introducing globes, teaching the basics about globes and using it as an opportunity to discussion how globes and maps are different and similar to wrap up the unit. In our final lesson we will also come back to our KWL and complete the L section.

Teacher: Savannah Pullin Date: 3/31/17 School: Olander Elementary Grade Level: First Grade Content Area: Social StudiesTitle: Maps Wrap Up Lesson #: 6 of 6

Content Standard(s) addressed by this lesson:Geography Standard 2. 1: Geographic tools such as maps and globes represent place. A. Explain that maps and globes are different representations of Earth D. Distinguish between land and water on a map or globe E. Create simple maps showing both human and natural featuresUnderstandings: Globes and maps are different representations of the Earth.Maps are used for many purposes. Geographic tools are useful.Different colors on a map indicate land and water.Inquiry Questions: How are maps and globes similar and different?What have we learned about maps?Evidence Outcomes: Every student will be able to: After learning about globes students will be able to compare globes and maps orally with a partner and be able to distinguish between land and water. After completing the Me on the Map booklet students will be able to discuss what they’ve learned about maps. List of Assessments: Turn and Talks, Me on the Map booklet, “Learned” section of KWL

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Maps Wrap UpThe purpose of the lesson is to complete the Me on the Map booklet, expose students to globes and finish the “Learned” portion of the KWL.


30 minutesMaterials:our continent page and world mapour planet pageglobe for displayKWL chart





I will remind students of previous learning and let them know how it ties into today’s lesson: Earlier this week we learned about the continents. Who remembers what they were? Yes, that’s right! We had a song that helped us remember their names – I’ve got the whole world in my hands…Today we need to add the continents page to our Me on the Map booklets!

Procedures(Include a play-by-play account of what students and teacher will do from the minute they arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List actual minutes.)Indicate whether each is:

Teacher ActionsFinish Me on the Map BookletsFirst I will show students how to cut out the continents page and the world map. I will ask students what our continent is and then ask them to color in North America and label it with an arrow. Once I’ve demonstrated I’ll have them go back to their desks and complete the page. Then I’ll ask them to rejoin me at the SmartBoard. We’ve done our school, our street, our city, our

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-teacher input-modeling-questioning strategies-guided/unguided: -whole-class practice -group practice -individual practice-check for understanding-other

state, our country, our continent any guesses what comes last?? (Our world!) That’s right, our planet is our last page. I want to show you something new it’s called a globe. I will take out globe from beneath my desk and show it to students. Look carefully, what do you see? Tell your partner about some of the things you notice about the globe. I will listen to partner’s conversation and regain their attention. I’ll ask students to share what they notice and wonder. (It’s round, it’s a sphere, it has color, it has lines etc.) Is a globe like a map, how so? Talk with your partner. Then I will tell students that the blue is for the oceans and the green is for the land. I will also ask them to identify the continents as I point to them. I will tell students that globes represent the Earth to but instead of being flat like a map they are round. Finally, I’ll ask students which they think would be easier to use if they were trying to find a new place. (I expect students might say that both would be good for different things, maps for directions, globes perhaps to plan a trip or locate a country)Next, we’ll refocus on the last page of our Me on the Map Booklet.On this final page we need to draw the Earth. It looks like this (showing them the simple example I’ve pre-drawn). Now if you look at the globe there are all sorts of details we won’t be able to include on our simple geographic drawing. What colors do you think you should use? (Green and Blue) Tell your partner what the green is for (the land). Tell your partner what the blue is for (the oceans). Well done! Head back to your desks and do your best work. I’ll leave this example up for you.


To cue students to the fact that they

Once students have finished I will gather them at the colored rug and complete the “Learned” component of the KWL. I will remind them of the things they knew at the start of the unit and of the questions they had. I will write down all student responses. I will congratulate students on all of their learning!

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have arrived at an important point in the lesson or the end of a lesson.


consolidate.Assessment

How will you know if students met the learning targets? Write a description of what you were


I will know students have achieved the first learning objective if they are able to identify features of the globe and discuss them with a partner, noting what globes and maps have in common and how they are different. I will know

students have successfully accomplished the broader second learning objective if they are able to contribute the “Learned” list on the KWL

39


Post Lesson ReflectionThis lesson was content heavy and could have easily been broken into two separate lessons. Originally I had intended to do three days on globes but due to unforeseen scheduling with our next project we had to cut the unit short so I condensed the most important material into one lesson. I debated whether I should introduce globes at all especially on the last day but I decided that I wanted to plant the seed for future geographical learning and that it would tie in nicely with the continents lesson that preceded it. Although, I wish we had time to do the inquiry lesson I had planned and the comparison activity attached to I think that today’s lesson provided a good introduction to globes without overwhelming students at the end of the unit. The KWL was extremely valuable to me as an educator and for students. I could tell that students felt empowered by seeing their learning written out in front of them.

Assessment Data and Analysis

Pre- and Post-assessment

The initial KWL responses were recorded during the first lesson of the maps unit.

During the first day we recorded the “Know” and “Want to know” sections. We

completed the “Know” component first and that was a good starting point for what

students wanted to know about maps. We finished the “Learned” portion during the last

lesson of the unit. Students were able to answer six of their wonderings from the “Want

to know” list from what they learned in the unit. Having students list all of the things they

had learned about maps was a powerful experience for me and for them. It confirmed for

me that they had made major growth against the two unit goals I had set out for us and

gave students a genuine sense of accomplishment with their capacity for learning. The

KWL assisted me in planning the unit because it made me aware of what students already

knew and some of their learning goals. I compared their initial responses to the

overarching themes I wanted to address in order to inform my instruction.

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Know Want to know Learned

Maps show streets Maps take you to

places Maps show states Maps are made of

paper People make maps Maps have oceans Maps have roads

Who makes maps? What do maps do? Are maps different

sizes? Is there special

paper for maps? Are treasure maps

real? How do maps

help? Are the lines on

maps real in the world?

Are states different colors?

Maps can take us to our destination like in Mapping Penny’s World

Maps have keys Directions help us

find places on a map and in real life

Maps have different parts

Maps have compass roses

Some are of big places like a continent

Some are of smaller places like my bedroom

The green on a globe is for land

The blue is for water

Maps have bird’s eye view

Final Assessment

The summative assessment for the unit consisted of a take home project in which

students were asked to apply several of the map characteristics they had learned in order

to create a map of their bedroom. As preparation for this assignment I taught a lesson

beforehand that was designed to help them practice the skills necessary to successfully

create a map of their own. A map that met the expectations set out would have a map key,

bird’s eye view, a compass rose (with directions North, South, East and West), all of the

objects from the student’s room and a map title. Twenty-four students out of a total of

twenty-four students completed and turned in the assignment. In regards to the success

criteria twenty-four students had bird’s eye view and a map key. Twenty-three had a

41


compass rose. Twenty-four featured a significant amount of objects in their bedroom on

their maps. Nineteen students had a title on their maps. Ninety-five percent of students

achieved what I considered to be the three most important criteria: bird’s eye view, map

key and compass. While we talked about maps having titles, especially during our read

alouds it was not something we focused intensely on. I realized that I should have pointed

this out more since six students failed to include a title on their bedroom map.

Map Key Bird's Eye View Compass Rose Bedroom Objects Map Title0

5

10

15

20

25

30

24 2423

24

19

Summative Assessment Bedroom Map

Success Criteria

Num

ber

of S

tude

nts

Reflecting on the unit I feel it is important to think about how home support or

lack there of may have impacted students’ success on the summative assignment.

Although I intentionally prepared students for this assignment, take-home work always

leaves room for the possibility of parents doing the work for students or not being able to

assist at all. I purposefully included a note to families in the instructions that they should

help as needed but allow students to be the sole creator of their maps. Based on the

quality of work that was returned it appears that all students were capable of completing

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the project independently. Still, this potential pit fall will be something I continue to

consider as I work with primary students who are less able to complete projects without

adult support.

Student Teaching Experience Reflection

I feel extremely fortunate that I was able to complete my student teaching

experience in the same setting as my internship. The opportunity to spend the 2016-2017

school year at Olander allowed me to develop long-lasting relationships with my

students, the staff, my cooperating teacher and families. My familiarity with my

classroom helped me to jump in with two feet beginning in January since I already had

experienced the classroom routines and knew my cooperating teacher’s management

style well. Olander was an incredibly positive and supportive environment in which to

have a student teaching experience. Staff member were immediately welcoming to me

and were eager to answer my questions and support my growth. Teaching alongside my

mentor teacher was a privilege. I am very grateful to have learned under an exceptional

educator who is an expert in content, well versed in standards and treats every child in a

loving, respectful manner every single day. She was a fabulous role model for me in

going above and beyond to serve students, families and other members of our team with a

positive attitude. Her organizational capacities, flexibility and mastery of setting high

expectations will inform my practice for the years to come.

Classroom Management

Classroom management has been one of the things I have been most apprehensive

about during the program. I was concerned that my gentle voice and soft nature would

translate into becoming a low expectation teacher who had little control over her room. I

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knew that I wanted to reinforce positive behavior as much as possible and employ a Love

& Logic approach when setting expectations and communicating with students about

behavior. Thankfully, my mentor teacher’s management style was very similar and so I

was able to adopt many of her practices that felt really natural to me also. It was difficult

at first to transition from the friendly intern to an authority role in the classroom.

Gradually students came to see me as a “real teacher” as I continued to play a larger role

in their day-to-day learning.

A shift began to occur within me. At first I wanted to remain well liked by my

students however I began to learn that the very best way I could love them was to set and

enforce consistent boundaries that kept them safe and happy. This meant that there were

times when I would have to correct undesired behavior. I followed my mentor teacher’s

lead and addressed behavior situations in a fair, quick way that did not embarrass

students or characterize them as “bad” but instead communicated that the behavior was

separate from themselves. For example, I might say “Making noises distracts our friends.

Please help the students around you listen and learn.” As I came more comfortable

tackling behaviors in the moment I began to focus on what I could do proactively to

prevent them. We practiced what it “looked like” to be a great listener. We talked about

how we could help ourselves and others to be learners.

My next step was to help students who were struggling were persistent

challenging behaviors to set goals and learn strategies to avoid them. A few students used

a behavior chart daily. I would process with them throughout the day. I found that this

was really motivating for students and helped reinforce the strategies they were working

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on. It also increased communication between parents; our counselor and the classroom

teacher in order to better support the students and align efforts at home and at school.

I feel better equipped to effectively manage a classroom and create a safe, warm

environment for students. I have learned that different strategies work with different

students and that behavior management is an ever-evolving practice. One of my proudest

accomplishments is that I have helped students work through interpersonal problems and

work collaboratively as learners. I know that I will continue to develop my classroom

management abilities for the rest of my career. I look forward to experimenting with new

techniques and learning more about how to support students’ emotional and social

development.

Teaching Philosophy

I continue to believe that the role of the early child educator is to nurture the

development of the whole child. In addition to supporting students’ intellectual

development I think it is imperative that teachers help children navigate positive

relationships with peers, teachers and school communities. I have worked hard during my

student teaching experience to help students learn and practice proscoial skills. I have a

deeper appreciation for the safe haven school is for many children and I feel more

committed than ever to providing all students with a quality education and welcoming

space to be themselves. I have been fortunate to learn lots of differentiation and support

strategies during my time at Olander. I am also grateful to have worked closely with

colleagues and families to support the children in my classroom.

During my brief time as a student teacher it has become clear that teaching is

more than a job. It is a call to go beyond the hours in the day to serve young children. I

45


know now that in order to bring a sense of calm, wonder and enthusiasm into the

classroom each day I need to take care of my own needs so I can take care of my students

needs.

Planning and Implementing Lessons and Assessments

As the semester has progressed I have grown in my ability to plan successful

lessons and implement them. A few major areas of growth have been my capacity to plan

lessons that integrate assessments, carry out lessons in a timely way and alter lessons in

real time when needed. Initially I was anxious about incorporating assessments that were

developmentally appropriate into my lessons. This was something that I immediately

discussed with my mentor teacher. She gave me some great ideas about how to use the

closure of a lesson to both assess and reinforce student learning. Often times I will use an

exit ticket at the end of a lesson for this purpose. I also make sure to set a goal for

students at the beginning of the lesson so they know what they are learning and what is

expected of them at the end of the lesson. I am significantly better at managing time and

keeping us on schedule. Additionally I feel more comfortable in changing course mid

lesson if things are not working. Since my formative assessment skills have improved I

have a better idea of when students are not understanding and what I need to do to course

correct.

Planning several units, including a science unit on states of matter, a social studies

unit on maps and another on the pilgrims and Wampanoag tribe has helped me to design

lessons that are connected and that set long term and short term learning objectives. I

appreciated how planning units allowed me to think about what I wanted to students to

know, why and how I would measure student learning. I became more comfortable with

46


this process the more times I attempted it. Now I feel confident planning with the end in

mind, aligning lessons with standards and using different instructional strategies.

Personal Reflection

The student teaching experience has been one of the most rewarding and

challenging experiences of my life. I have gained terrific experience, relationships and a

stronger sense of self-confidence. I feel that I have gone from being a learner, who was

comfortable in the classroom, to a leader, who is able to make good decisions and reflect

on my practice. I am excited about having my own classroom and establishing my class

culture. A year ago I could not have imagined the intense growth and difficulties this

program would present. It has not always been easy and I have had to recommit to my

intentions and my purpose many times. I am proud of the risks I have taken and the

dedication I have demonstrated. I am honored to have had the opportunity to learn from

several wonderful educators and peers along the way. I move forward tethered by my

profound commitment to serve the children in my classroom and in the greater

community.

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Appendix of Student Work and Pictures

Me on the Map book, first grade

Me on the Map Example

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Continent Song

Bedroom map, first grade

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Students’ bedroom maps on display

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