Click Math Case Study to view me demonstrating that I am proactive.

For Block III, I had to conduct a math case study on a child that was have some difficulties in mathematics.  During this case study I was required to demonstrate that I am knowledgeable about how the diagnostic and remediation process works: how to gather information about my case study student, how to use formal and informal assessment tools, how to identify available resource materials to provide remedial instruction, how to apply this knowledge, and how to evaluate whether the process of diagnosing and correcting was effective. Second, I was also required to demonstrate that I am a reflective, decision maker who could appropriately apply this knowledge to my case study student. Third, I was expected to demonstrate that I am a leader who is adaptive, collaborative, culturally sensitive, empathetic, proactive, and reflective as I considered my own educational setting and how to apply this gained knowledge within my setting. Lastly, as I gained and applied this knowledge to my experiences and then compared this knowledge to my previous knowledge in mathematics content and pedagogy, I also gained an appreciation for appropriate mathematics instruction and consequently have committed myself to lifelong learning.

Click Trumpeter Swan Informational Brochure to view me implementing proactivity. 

During my internship at Carrollton Middle School, Block IV, I created a center activity for my fifth grade students.  We were reading Trumpet of the Swans by E. B. White, and I wanted my students to see the factual information in this non-fictional book.  So, I created an informational PowerPoint presentation on Trumpeter Swans.  Groups of about six students would come to the computer center and read/view the information from the PowerPoint.  In the presentation, there were three educational websites for the students to view.  When the students finished the PowerPoint presentation and exploring the websites, they had to compile information from the two sources in order to create the tri-fold brochure on Trumpeter Swans. 

I feel this lesson held students responsible for their actions of learning; only they were responsible for their work.  This activity promoted lifelong learning; it showed students how to research and investigate new, unknown information.  It taught students to explore, ask why, and investigate the unknown.  I felt this lesson was interesting and inspirational.  It proved to students that learning can go beyond pencil and paper; it can and is a lifelong process! 

Click Predictable Prefixes to view me being proactive.

During my internship I created and taught this lesson on prefixes.  Students learned that prefixes are predictable if they know what they mean.  The GPS's and Carrollton City School curriculum requires that prefixes be taught.  I wanted my students to learn what the prefixes mean, not for a test but so they could use these prefixes to help them decode words in their everyday life.  By knowing prefixes, suffixes, and root words, students will definitely be able to boost their CRCT scores, along with their SAT/ACT scores.  But, it is not about a test score!  It is about whether a student can infer what a word means in order to communicate effectively with the world and people around them.  This was the goal of my lesson!

This lesson helped students remove barriers that may exist with everyday words.  By learning the meaning of prefixes advocates lifelong skills that will not hinder future knowledge or learning.  This lesson promotes systemic change that will hopefully benefit this generation along with the next.  By learning the meanings of prefixes, students can no longer blame anyone for not knowing a word.  They have been taught the meanings and now have the ability to use these decoding skills.  Students now have a very useable and valuable skill that can take them to new heights.

Click Stupendous Suffixes to view how I am proactive in the classroom.

This lesson was created as part of my two week unit during my internship at Carrollton Middle School.  Students first learned about prefixes and were then introduced to suffixes.  These lesson helped students decode words and their meanings by learning what certain suffixes mean.  This lesson on suffixes helped build and develop a life skill that will be useful in all they do. 

This lesson promoted lifelong learning and promoted transformational systemic change by removing the barriers of the unknown.  Students were responsible for learning the meanings of the suffixes; as where I was responsible for making this lesson fun, educational, and understandable.  This lesson was beneficial and served the children a great plethora of information.