Assessment Methods

Student’s completed projects are presented around the room. A few of the projects has a rubric appropriate for kindergarten work such as the landform project. The student points out the elements required and include in their landform made of clay dough hills, mountains, river, and lake with assigned colors. This helps me understand if the students understand the lesson or they need more review.







During Direct Instruction (DI) or any activity, I could use question and answer to assess student understanding of the lesson. I could use the results to continue to the next lesson or review previous lessons again to meet student needs.








Observing them individually doing work alone or with others in centers or small/whole group activities could assess students. I can step back and watch the students follow 1-2 step directions for their activities. I can jot down what kind of words students use to communicate with each other during work. I can also observe who are the leaders/advance in the class and those who needs extra assistance. I could also observe the antecedent for good and bad behaviors and have proper consequence for each situation.






While students work in an activity, such as a math activity, I watch for student participation to see who understand and who are having difficulties with the lesson. I can use what I see to not only assess student learning, but also the lessons provided by me the teacher. I can use that to know what works and what doesn’t to adjust and modify future lessons for the students.







During the Fieldtrip at the Saipan Zoo, I assessed the student knowledge about animals with questions and answers. They also have a clipboard with a animal checklist of the animals they saw and the animals they didn't. Before the trip, I would ask the students what they think they would see at the zoo, then I will review with class again after the trip with a group discussion and individual work. The individual work consisted of what they like most from the trip. They had to draw a picture of an animal or more that they liked the most and write at least one sentence describing their drawing. These activity will also show me their present level in writing skills.

Basic Teaching Methods

After each lesson activity or Direct Instruction (Reading First), students are given the opportunity to go to centers. Students make choices between different open ended activities such as the community helper puppets, face painting, community helper costumes, animals toys( air, land, water), community helper books, transportation and ocean animal big puzzles under the same thematic unit (community), which could be for individuals that wants to work alone, small groups of 2 or 3, and buddy with a partner. This teaching method gives me the opportunity to step back and observe the students make decision of what kind of work they want to do and socialize using vocabulary used in lesson taught and use materials/centers appropriately.
This also eaches elf-help and independent skills,trust between teacher and students,and following classroom rules and procedures.

















I used this teaching method (direct instruction) during DI session or circle time. Students as a whole group discusses, respond, and follow 1-2 step directions. Direct instruction during circle time allows students to show and tell their individual ideas and opinions. During direct instruction, I could use to introduce or review visual materials, real life objects such as plants, globe, coat, landform model, and other objects to teach the name of the object or parts of the object.






During Readaloud, I could use this teaching method to discuss/introduce a new lesson or a part of a review of a previous lesson. Usually, during Readaloud I choose a book that either has a tape with it, a good story that could connect with the lesson being taught, and interesting sound and pictures. This will help entice the students and participate by listening to the story and joining group discussion after.






The fieldtrip to Saipan Zoo was the culminating event for the animal unit that we, the master teacher and I have been teaching the students for a couple of weeks. Students get a chance for an actual experience of being there to learn more about the animals. Students learn the animal’s colors, shapes, and sizes. They learn what animals. Students also learn how animals behave. This teaching method helps me as teacher present real life animals to students.

Learning Styles

A couple of students are performing taking turns of pretend play of being a teacher (community helper) with the animal rhythm. Students imitate their teacher during center choice. Other center choices are animals (air, land, water), books on community helpers, community helper puppets, community helper costumes, transportation and fish puzzle.(verbal/linguistic/ bodily/kinesthetic/ interpersonal/ intrapersonal).



In this math activity, students have fun learning to count by 1’s and 2’s individually and group using items collected from outdoors. Instead of using dido sheets to teach students to count, add, and total, I feel that this hands on activity help meet the different levels and learning styles (Mathematical/logical/ Natuaralist).



This landform activity presents students learning in-groups of 2. This hands on activity meets the needs of students who enjoys learning cooperatively with a partner. Social skills and language arts skills such as speaking are being used or develop through this activity. (Interpersonal/ bodily/kinesthetic/ verbal linguistic).



The students here are enjoying a group activity with the parachute. You see the students pulling and moving the parachute up and down simultaneously. Students learn to follow directions, rules and procedures. They also learn to work cooperatively with their peers. This activity meets the different levels and learning styles of the students through outdoors and movement (bodily/kinesthetic/ interpersonal).

ESL Methods

Nothing is more fun in learning a lesson than the actual experience of a field trip. After learning about animals, my master teacher and I took the students to the Saipan Zoo as the culminating activity. The students love seeing animals such as the lion, tiger, monkey, bear, owl, sheep, turtle and others at the zoo. This trip help the students gain an experience that will help them understand the real size and color of each of the animals, the food they ate, and the behaviors they display. Field trips help all students gain an experience and understand the concept of the lesson or topic being taught better.
This is a group activity on animal habitat under the community theme. I used visual cues or drawing of a few animal habitats that I was introducing to the class. Students, when called are to come up and write a name or draw an animal that belong to the habitat. ESL students understood the concept of the topic better when there is visual cue presented to them. Visual cues or pictures helps all students including ESL students understand the lesson being taught.
Here, I demonstrate and model to the students the step by step procedure of how to manipulate the clay dough to a landform shape. Demonstrating and modeling helps ESL students understand directions better.

In this picture, I watch 3 ESL students work in a small group hands on activity on landform. One of the students is a student with special needs. The other two students are general students working as buddies with the student with special needs. Work Buddies or small group is one method that can help ESL students or students with special needs learn and enjoy activities together.

Overall Student Teaching Experience

What you did best?

I believe that I was consistent, flexible, and professional throughout my student teaching experience. I am certain that I have developed an integrated thematic unit, which was on community. I was happy that all my topics under community such as community around us, community helpers, landforms, animals flowed well together. I am truly happy that I had a variety of activities that helped meet the student needs and interest to learn. In this course I improved my assessment skills before and after teaching lessons. During my student teaching experience I developed a professional relationship with my Master teacher, who helped me feel comfortable to approach Mrs. Macduff and ask or give suggestions regarding any concerns. Now, that graduation is near, I feel that this teaching experience helped me grow to become a mature, professional, and creative teacher.

What can you improve?

The course ED 471 student practicum helped broke the ice; Making me comfortable heading into ED 492 student teaching. I could not have asked for anything else to improve, because everything went well for me.

Best Memory?

My best memory is the overall student teaching. In this course, I experience teaching the kindergarten differentiated teaching. I had the visual, hands-on (fine motor), outdoor, whole group, individual, centers and small group activities. I saw the curiosity and interest of the students as I taught my lessons. That experience showed me what learning is all about for these kids. And those are the memories that will stay with me. These kids were learning math, science, social studies, and language arts all in one unit. I am delighted that the turn out of my entire student teaching was great.

What did you learn?

I learned that learning can be fun. Sometimes when the students are not behaving appropriately, I have to understand that the problem might be me and the lesson or activities that I have provided. So the answer to that is to be flexible and adjust to every unexpected situations. I learned to be consistent with my classroom management and I learned that not everything has to be developed from the ground up. I understand that I could refine what is already made to meet the student’s needs.

National Educational Technology Standards

As a Student and a future Classroom Teacher I can use these standards and profiles as guidelines for planning technology-based activities in which students achieve success in learning, communication, and life skills.

ISTE National Educational Technology Standards for Students

The technology foundation standards for students are divided into six broad categories. Standards within each category are to be introduced, reinforced, and mastered by students. These categories provide a framework for linking performance indicators within the Profiles for Technology Literate Students to the standards.

Technology Foundation Standards for Students:

1. Basic Operations and Concepts

	Students demonstrate a sound operation of the nature and operation of technology systems.
	Students are proficient in the use of technology.

2. Social, Ethical, and Human Issues

	Students understand the ethical, cultural, and societal issues related to technology.
	Students practice responsible use of technology systems, information, and software.
	Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

3. Technology Productivity Tools

	Students use technology tools to enhance learning, increase productivity, and promote creativity.
	Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

4. Technology Communication Tools

	Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
	Students use a variety of media and formats to communicate information and idea effectively to multiple audiences.

5. Technology Research Tools

	Students use technology to locate, evaluate, and collect information from a variety of sources.
	Students use technology tools to process data and report results.
	Students evaluate and select new information resources and technological innovations based on the appropriateness to specific task.

6. Technology Problem-Solving and Decision Making Tools, i.e., Software

	Students use technology resources for solving problems and making informed decisions.
	Students employ technology in the development of strategies for solving problems in the real world.

From National Educational Technology Standards for Students: Connecting Curriculum and Technology, by International Society for Technology in Education in cooperation with the U.S. Department of Education, 2000-2002.

http://www.eastrock.org/nets.htm

http://www.ncrel.org/tech/nets/netsrubricp2.pdf

http://www.iste.org/inhouse/nets/cnets/students/s_stands.html

5 Science Ideas for Kindergarten Class

This Activites are Fun and Covers Various Science Topics. I would love to use this activities in my Student Teaching during Spring 2007.

Science Idea #1
http://www.dnr.state.wi.us/org/caer/ce/eek/critter/insect/index.htm
Insect Corner: Insects are invertebrates. Their bodies are clearly divided into a head, a thorax, and abdomen. They also have three pairs of jointed legs and usually two pairs of wings.

Science Idea #2
http://www.bemboszoo.com/Bembo.swf
ABC ZOO: Click on each letter for letter to turn to the animal name it begins with.

Science Idea #3
http://www.fossweb.com/modulesK-2/NewPlants/index.html
New Plants: Plant your garden and watch it grow.

Science Idea #4
http://www.fossweb.com/modulesK-2/SolidsandLiquids/index.html
Solids and Liquids: how to change liquid into solid and solid to liquid

Science Idea #5
http://www.fossweb.com/modulesK-2/BalanceandMotion/index.html
Balance and Motion: Find out how things balance and how things move!

5 Language Arts Ideas for Kindergarten Class

This Activities Covers Different Language Arts Areas That Could Encourage Students To Learn And Have Fun While Working. Possible Ideas That I Could Use For My Student Teaching Spring 2007

Language Arts Idea #1
http://www.tvokids.com/framesets/nook_new.html?game=2&
For Listening and Following Directions: Spacial Concepts activity. Good whole class activity and then center activity.

Language Arts Idea #2
http://www.kinderplanet.com/alphlett.htm
Letter Matching Upper/Lower: Match lower case with upper case letters.

Language Arts Idea #3
http://www.kidport.com/GradeK/LanguagesArts/Workbook/LangK_MissingAlpha.htm
Letter Order: This is not a mouse activity. Use the keyboard to fill in the missing letters of the alphabet.

Language Arts Idea #4
http://www.kiddonet.com/gb/flash/phonics/Intro.html
Beginning Phonics: Listen to the beginning sound that you select and find the pictures that start with that letter.

Language Arts Idea #5
http://www.bbc.co.uk/schools/wordsandpictures/clusters/blender/index.shtml
Sounding Out Words: Blender says word and student must choose the beginning sounds and ending sounds separately to be blended together. This site is from BBC and makes it a bit difficult for some children to understand the words.

5 Math Ideas for Kindergarten Class

This Fun Ideas Covers Different Topics In Math That Should Be Useful In My student Teaching This Spring 2007

Math Idea #1
http://www.little-g.com/shockwave/apple.html
Sorting: An apple game that allows students to match apples to appropriate baskets.

Math Idea #2
http://www.sesameworkshop.org/sesamestreet/games/flash.php?contentId=11013038
Sorting: Sort by shortest and tallest to go under the Limbo Stick

Math Idea #3
http://funschool.kaboose.com/
Numbers Recognition: Listen to the number that is said. Find the numeral that matches what you heard. Match the number with the right way to say it.Great for ESL.

Math Idea #4
http://www.learningplanet.com/act/123order.asp
BeginningNumeral Counting: Numeral ordering

Math Idea #5
http://www.aaamath.com/fra16-fractions.html
Fractions: A simple practice for children first learning fractions. Using fourths, it demonstrates how the colored section is the key to the top number and the total boxes (4) are the key to the bottom number.