Kaleigh Allen
Elementary Education
FEAP's Portfolio
FEAP 1: Quality of Instruction: Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator consistently:
1a. Aligns instruction with state-adopted standards at the appropriate level of rigor.
Our SWBAT is aligned with state standards and posted daily to read with the students so they understand the objectives and goals for the day.
1b. Sequences lessons and concepts to ensure coherence and required prior knowledge.
When planning lessons, we always make sure to scaffold the lesson and start it with going over previous concepts. This allows them to build on their prior knowledge of the lesson and build it from beginning to end.
1c. Designs instruction for students to achieve mastery.
This lesson plan shows how the lessons are built around whether or not students need interventions. If students need more help on a lesson, they are pulled aside to get caught up. The center rotations help them achieve mastery by allowing them to move on once they have correctly completed the task, and they then move on to something harder for them.
1d. Selects appropriate formative assessments to monitor learning.
One of my favorite way to do formative assessments is by using Plickers cards. The students love them and they are quick and easy to use. It easily shows me who understands the concepts and who doesn't, while having the option to keep it private, or show the results with the class.
1e. Uses diagnostic student data to plan lessons.
By using test data, we are able to determine where the students had the biggest weaknesses so we could plan out the lessons accordingly on what needed to be retaught and scaffolded.
1f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.
While learning about coins, I had the students create bubble maps with facts. They were to watch a video and look at coins to find out what was on the coins, what the name of the coin is, how much it is worth, and how many of those coins make up a dollar. Each team was to get the facts on the coin that they were assigned. When they were finished we hung them around the room so they could refer back to them throughout the lessons.
FEAP 2: The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the educator consistently:
2a. Organizes, allocates, and manages the resources of time, space, and attention.
Having the schedule for the day posted allowed students to know what order things would be taught, and the specific times that transitions would occur. It also allowed the students to know where they were going for that day with enrichment.
2b. Manages individual and class behaviors through a well-planned management system.
To manage behavior in the classroom, we used a clip chart. At the end of the day, they were to color in their color on their daily calendar to take home in their agenda. If it was anything below a green, the parents would need to initial it. We also used class dojo a lot, which really helped keep the students on track. For individual bad behavior, they would need to fill out a Stop and Think card and write to tell how they will fix that behavior.
2c. Conveys high expectations to all students.
The class rules are posted in the back of the classroom. When students start to get off task, we have a class meeting and refer back to them so they know what is expected of them while they are in the classroom.
2d. Respects students’ cultural, linguistic and family background
This photo shows the students making Cascarones, which is a Spanish tradition to bring good luck. We try and incorporate diversity into the classroom to teach the students about other cultures. Another thing that we do is make sure to translate newsletters and other things that need to go home to our ELL students so their parents can understand things better.
2e. Models clear, acceptable oral and written communication skill.
In order to teach students how to create and use a thinking map, I would first model it for them while having them participate in completing it, explaining how to do it while showing them at the same time. This allowed them to see how it was done so they could create thier own thinking maps.
2f. Maintains a climate of openness, inquiry, fairness, and support.
This board includes sections for questions, kudos, concerns, or suggestions. The students can write down their thoughts about anything on the board, and the comments are addressed accordingly.
2g. Integrates current information and communication technologies.
We use a lot of technology in the classroom. This photo shows a student using Spelling City. It allows them to practice their spelling words for the week and also get used to using the computer. We also use the smartboard a lot for lessons and to watch the morning news.
2h. Adapts the learning environment to accommodate the differing needs and diversity of students.
We use different leveled readers in the classroom to differentiate for the students. These include on level, above level, below level, and ELL readers. This makes it so the students can all learn about the same topic, but the reading level differs to better meet their needs.
2i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.
There are so many different things you can use in the classroom to make learning a little easier on the students. Pictured is an air cushion designed to help children with adhd focus more in the classroom since they tend to wiggle a lot. We also use reading phones so the students can hear themeselves read, pointer fingers so they can follow along better, and headphones for those students that get easily distracted by noise.
FEAP 3: Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:
3a. Deliver engaging and challenging lessons.
Student engagement is very important when it comes to their learning. When they are involved, they are more likely to retain what they have learned. This activity shows a round robin lesson for math. In order for all students to be engaged, each team had to create their own circle map and come up with different ways to make 8. It allowed for higher order thinking and also student engagement at the same time.
3b. Deepen and enrich student’s understanding through content area literacy strategies, verbalization of thought, and application of subject matter.
We do weekly readings in the class as a center. The students are to read the story every day and answer 1 question a day about the story. These questions are text to self, text to world, comprehension. It makes them think about what they have read and allows for discussion.
3c. Identify gaps in students’ subject matter knowledge.
This graph shows pre and post test scores on a science based water safety test. Even though you might think it is common knowledge, the scores showed that most students needed to be taught the material more in depth.
3d. Modify instruction to respond to preconceptions or misconceptions.
It has been shown that using manipulatives can greatly help students with math so they are able to see how numbers are made up. By modifying the lesson and allowing them to use manipulatives such as counting cubes and allowing them to draw on their desks to break apart the numbers, the students were able to succeed.
3e. Relate and integrate the subject matter with other disciplines and life experiences.
Money is such an important subject for students to learn. They need to learn the values because that is something that they will need to use the rest of their lives. In this activity, in order for the students to learn the values and learn how to add them together, I set up a little shop as a center in the classroom. They were only allowed to spend a dollar, but they were able to come to me to buy snacks. They had to be able to count out the exact amount that they would have needed.
3f. Employ higher-order questioning techniques.
The students are creating a double bubble map comparing the similarities between their story Cinderella that they were reading, to other traits of fairy tales. This got them thinking about what makes up a fairy tale, and how most of them are very similar.
3g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding.
We like the students to be able to practice their sight words in different ways. This one here is sight word baseball. They throw a koosh ball at the board and they have to read the word that comes up. If they get it correct, they move on to the bases, if not, they are out and have to go to the back of the line. Other methods we use are flash cards, and stacking cups. This gives the students a variety of ways to practice their words.
3h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students.
I had one group of students that struggle every week with spelling words and handwriting. For this group, I always work with them one on one. During centers, we practice on the magnetic boards. The students like to use them, and it allows them to practice writing them over and over. Towards the end of the week, I will do a practice spelling test with them. As extra homework practice, I write the spelling words on handwriting paper and send them home with a select few students to practice writing the words three times each. This has helped with handwriting and spelling.
3i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement.
In order to encourage students to participate in AR more, if they recieved an 80% or higher on an AR test, they were able to ring the AR bell and the entire class would clap and cheer for them. They were then allowed to put a sticker up on the AR chart on the wall next to their name. The flowers are used for them to be able to move their clip to the corresponding flower that represents what percent of their goal they are currently at.
3j. Utilize student feedback to monitor instructional needs and to adjust instruction.
I update the data wall after all of the tests that the students take. It is based on percentage of class that passed with an 80% or higher. They know the goal is for everyone to pass so they can reach their goal line, but this is a way that they can see how many students did well or not. It is also a way to see how many students mastered a subject at a glance so I know whether or not it needs to be retaught.
FEAP 4: Assessment. The effective educator consistently:
4a. Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process.
While creating my Impact on Student Learning project, I was able to accurately measure where a student was at in a specific subject. After analyzing the data, I could figure out where most students were having trouble, and figure out if it was an issue with the test itself, or if it was something that just needed to be retaught altogether.
4b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery.
In this activity, we play a game similar to a spelling bee. The student goes up to the board and I read a word. The student has to write the word on the board and the rest of the group has to give a thumbs up or a thumbs down on whether they think it is spelled correctly. If they think it is incorrect, they are to coach the other student and try and help him get the right spelling of the word.
4c. Uses a variety of assessment tools to monitor student progress, achievement, and learning gains.
This is a picture of our class STAR results. We use this to tell where a student is at with their reading. It allows us to see what grade level a student is reading, and also allows us to group the students accordingly to their ability group. This makes it easier to differentiate instruction for them. We would compare the results from the last test they took and they receive tickets for the amount of points that they have gained in that time period. We then go over with each student where they are at the moment, and where they need to be.
4d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge.
This student needs extra time to finish assignments. When students are having trouble, I often pull them to the back so they have privacy and don't feel rushed through the test. This gives them more time to think about the answers and check for mistakes.
4e. Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s).
All tests except spelling are put into the student's data binders. When we have student LED conferences, they pull out their data binders and go over their results with their parents. Spelling tests are sent home weekly so the parents are able to see how their students do on them. We also do printouts of AR records and goals to send home so the parents know if their students are reading and testing like they should be.
4f. Applies technology to organize and integrate assessment information.
Our school uses focus for our gradebook. It allows us to take attendance, input assignments and grades, and print out report cards. If a parent would like to know how their child is doing, we can also print out a report showing what they got on certain assignments.
FEAP 5: Continuous Improvement, Responsibility and Ethics: The effective educator consistently:
5a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs.
This is a screenshot of my previous PDP that includes the goals I have set for myself. These goals not only will improve my teaching, but implementation of these goals will better lead to more success of the students.
5b. Examines and uses data-informed research to improve instruction and student achievement.
The two main things that I had researched throughout my internship was Leader In Me and Whole Brain Teaching. I love the concepts for both and wanted to learn more about them so I could effectively utilize them in the classroom. This is a picture of our students doing the Calendar on Notebook. They teach each other and help each other implement it in the classroom. They are essentially learning to be leaders themselves. There is usually 2 students that facilitate Calendar, and call names to come up to the board to complete the pages. The Calendar students get switched out every couple weeks when the students rotate jobs.
5c. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning, and continuously improve the effectiveness of the lessons.
Every Monday afternoon most of the grade level meets to plan for the following week. Everyone is assigned a certain subject, and we work in collaboration to figure out the standards and academic plan for the next week. We share ideas and lessons that have worked in the past as well. On Tuesdays, we meet during our planning period to count out copies and discuss any issues or concerns with any of the district assessments coming up, and on Thursday, it is the grade level meeting where we discuss different things ranging from student scores to positives and negatives.
5d. Collaborates with the home, school, and larger communities to foster communication and to support student learning and continuous improvement.
This photo shows my students at the Florida Repetoire Theater watching the play Frog and Toad. It allowed for our students to experience something that they may not have ever experienced if it weren't for school. This trip included the entire first grade and some parent volunteers.
5e. Engages in targeted professional growth opportunities and reflective practices.
Using the feedback that I receive during observation helps me grow with my teaching. While reading the postitive remarks, it boosts my confidence and helps me realize that I really am making gains. If there are focus points, it allows me to see what I can improve on to be a better teacher.
5f. Implements knowledge and skills learned in professional development in the teaching and learning process.
I was able to learn how to make games using Notebook for the Smartboard. This allowed me to create a variety of files for the students to practice everything from Math to Sight Words and Spelling.
FEAP 6: Professional Responsibility and Ethical Conduct. Understanding that educators are held to a high moral standard in a community, the effective educator:
6a. Adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Professional of Florida, pursuant to State Board of Education Rules 6B-1.001 and 6B 1.006, F.A.C. and fulfills the expected obligations to students, the public, and the education profession.
Every week I would write a journal to my mentor teacher. It would discuss things that went on during the week, my thoughts, concerns, and any questions that I may have had. This kept me in contact with her so she always knew what I was thinking or if any problems needed to be addressed.
