In TE 846, I completing the Michigan Teacher Certification Reading Requirement course and completed a study on a 7th grade female student. I used assessments to identify this students areas of weakness in reading, and structured lessons to fit her needs in those areas. Through reading Tuck Everlasting with the student, and improving her vocabulary strategies, fluency, and argumentative writing, her literacy skills grew dramatically!
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In TE 836 "Awards and Classics of Children's Literature", I completed a Weebly (click on the photo to access it) which I used as a reading project for my 7th grade students. They enjoyed reading poetry from this book and it's a Coretta Scott King Award Winning book. This project was used to engage students who were not fond of reading, and needed books to connect to their lived experiences. Although this book is about basketball, it's universal themes --love, family, friendship, school, to name a few -- were relevant for all of my 7th grade students!
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In TE 804, we created an artifact and lesson plan incorporating popular culture into our lessons. For my 11th grade government class, we studied the political spectrum and analyzed the lyrics of "Handlebars" by Flobots, and "Sleep Now in the Fire" by Rage Against the Machine. Students enjoyed these lessons because of the deeper analysis of the lyrics of these two popular songs.
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In TE 802, I was asked to complete an artifact including a simulation lesson used in my student teaching. I used this lesson to not only model an effective lesson plan for my colleagues, but also per the request of my principal to share with my coworkers my engagement strategies. After attending a professional development session by Dr. Kevin Feldman, we began "Teachers Learning Together" in our school where we give feedback to our colleagues on their instruction.
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In CEP 841, we had to specialize in one area of assisting struggling students. Since taking this course, I've joined the PBIS team at Bath Middle School and regularly participate in modeling school-wide positive behaviors and intervention supports. Additionally, we use the multi-tiered Response To Intervention (RTI) model to identify students who need additional academic or behavioral supports to help them be successful. My research findings can be found below!
Youtube Credits: https://www.youtube.com/watch?v=HO-M_QpiG5o
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In TE 804, I completed an intense study on working with a difficult student. I studied the habits and tendencies of a challenging student who was failing the large majority of his classwork for both myself and other teachers. I came up with a plan to intervene with this student, and I differentiated my instruction to meet his needs. The details of the study, including the specific interventions, can be found in the attached document.
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In TE 849, my final presentation consisted of a PowerPoint of all of the resources I used in my elective 6th grade literature course. I completely changed the curriculum for a nine week session (and haven't changed it since!), used Google Forms for feedback from students, and learned all about how my students interact with a wide variety of literature. We used digital sources, picture books, deeper comprehensive level texts, and many other source. This project shows the many genres we explored and provides some student samples of work!
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If you click on The Bluest Eye picture, you can see my Weebly for my African American Literature project. We had to choose from a number of race and ethnicities to write about a marginalized community and what we can learn from the authenticity of authorship. I chose Toni Morrison, Maya Angelou, Kwame Alexander, and Ta-Nehisi Coates and created and researched lessons, videos, and resources for teaching these books in my classroom. A long term goal of mine is to teach AP English, and these books seemed to be very good sources of an authentical peek at African American history and culture.
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