Field Experience Report

Crystal Gillespie

EDUC 530

Liberty University

Field Experience Report

The field experience report identifies some of the strategies

learned, some observations that were made, and also includes research-based

information studied in this course. In this report, the research-based information

is used to explain about the observed lessons, and some of the perspectives. I

feel that this field experience innovative, highly informational, and it taught

many strategies. Over the past six weeks observing and teaching in this fifth

grade class were motivational and educational, therefore, I was able to reflect on my teaching strategies

within my own classroom.

Reflection

and Analyzation

As my observations began I was greeted with smiles, enthusiasm, and

open arms. My very first observation consisted of the remediation of

measurement. The remediation consisted of the relationship between area and

perimeter. According to the text, “area and perimeter are a source of confusion

for students, possibly because both area and perimeter involve regions to be

measured “(Van De Walle, Karp & Bay-Williams, 2016). My observations determined

the same conclusion as what is stated in the text. Teaching two formulas for

concepts may definitely confuse students. I personally observed this to be

true. For those students who needed

adaptations and modifications, the cooperative teacher provided them by

remediating the concepts and the formula’s on different days, or after the

students grasped the formula.

.Another part of the observation during this lesson included the

students making sense of the problem and being able to come up with a solution.

Students who had difficulty were provided laminated grid paper and markers to

draw the shapes to coincide with the formulas.

In regard to my lesson and protractors, I observed the students as

they displayed a small level of

frustration on how to properly use the

protractor. Some of the students became very confused because the protractor

runs clockwise and counterclockwise along the edge, making the scale hard to

interpret based on the lack of conceptual knowledge, as also stated in the text

(Van De Walle, Karp & Bay-Williams, 2016). As extra assistance was required

for some, adaptations were made. A large protractor was placed on the

Promethean board, and the students could actually measure the angles while

moving the protractor. After immediate feedback and instruction, the students

were able to grasp the concept and move on to measuring the angles effectively.

Each time I entered the room, I made observations. During this

observation I saw many different reactions from the student. During my observation

I was able to listen and communicate with students who were having difficulty,

and students who were not being challenged. Collecting data within the classroom is imperative,

and highly effective. While communicating with the students, you are able to

collect data on the student thoughts and

responses. According to the text, observation checklists can be used for

long-term and short-term objectives (Van De Walle, Karp & Bay-Williams,

2016). These checklists ccan be useful for teaching and learning purposes for

both the student and teacher .

Evaluating and adapting tasks is imperative in the classroom. Data

collection and observations is a useful tool in determining the need for

adaptation. As a teacher, I always ask myself was the task too hard for the

student, or may it have been too easy? Analyzing and evaluating material in the

classroom is important. While observing the class, I worked alongside the

cooperative teacher and came to the conclusion that adaptations should be made

on a few assessments. Due to the concept being assessed was geometry, the use

of hands-on tools as a form of assessment was necessary. The adaptations were

made to the formative assessments and indicated a 30 percent increase of

knowledge gained through the use of tools. I was able to incorporate higher

levels of thinking into my lessons through the assessments. These adaptations

were made in conjunction with the teacher because I felt that the students had

the skills to think outside of the box.

Reference

Van de Walle, J. A.,

Karp, K. S., & Bay-Williams, J. M. (2016). Elementary and middle school mathematics (9th ed.). Upper Saddle

River, NJ: Pearson.

EDUC 530 Field Experience Log/Analysis

Submit Field Log through Blackboard.

If you do not have previous teaching experience, these hours may be

included in the 30-hour field experience required for Gate2. These experiences

should also be recorded on the Cumulative Field Log and Field Experience Matrix

specific to your program, required for Gates 3 and 4.

Teacher candidate: Crystal Gillespie

Course: EDUC 530

Semester/Year: Spring 2017

School: Cascade Elementary School

City/State: Atlanta, Georgia

Teacher: Ms. Shawntel Macon

Grade/Subject: 5, Math

Teacher candidate duties: observe, create and teach two

lessons, manage classroom activities and instruction.

Describe diversity in classroom.

Diverse backgrounds (gender, SES, ethnicity, race,

language): ESL, ELL

Special needs (ED, LD, MR, gifted, other): gifted

Date

Arrive

Depart

Hrs/Min

11/8/17

11:00am

1:00pm

2 hours

11/9/17

11:00am

1:00pm

2 hours

11/15/17

11:00am

1:00pm

2 hours

11/16/17

11:00am

1:00pm

2 hours

11/29/217

11:00am

1:00pm

2 hours

Total time:

10 hours

Field

Log

11/8/2017

My first day observing this classroom was spent silently

observing and taking notes on how the cooperative teacher remediated patterns,

functions, and measurements. The teacher utilized the Promethean board and

games in which the students worked in pairs to match the correct answers. The

educational games were retrieved from Math Playground a website for

instructional material. During this time, students were put into rotations.

Some students worked on their math review, while others worked on Math , while

others worked with the teacher on the Smartboard. I observed the students

working well together, the teacher fully engaged in teaching her students, and

completely able to manage the classroom.

11/9/2017

During the next

day of observation, I was able to

actually work in small groups with

students. The teacher provided instructional processes to introduce, which

included the reintroduction of geometry. As a group, I introduced the shapes

and definitions that were first taught to the students in the fourth grade.

This class has a high level of gifted students, and many automatically recalled

the concepts of geometry. We worked on TenMarks together, and discussed the

concepts of geometry. I also graded homework and Tuesday’s daily math review

(90% of the class passed with a score of 85% or higher). I was responsible for

teaching the students about two-dimensional figures, and the subcategories. All

rectangles have four right angles and squares are rectangles, therefore all

squares have four right angles. As a group, I utilized the technique of a

hands-on activity of sorting plastic shapes into categories. I observed all of

the students engaged in the activity.

11/15/2017

This week

consisted of my IPPR and lesson. I interacted more with the students and gained

a respectful rapport. The standard was SOL 5.11 “The student will measure

right, acute, obtuse, and straight angles.” I introduced the protractor and how

to use it. As a whole group, the classroom worked on an activity “Angles are

Every Where.” Instructional processes included modeling how a protractor is

used, defining geometrical vocabulary words, and provided direct instruction on

measuring angles. Techniques included guided practice, independent practice,

and assessments. While observing the students, I was able to identify some who

were struggling with angles, and was able to immediately provide additional

instruction and positive feedback to motivate the student, which is an

effective strategy. During the instruction, additional strategies for

educational purposes included the ability to incorporate technology as a

resource and enhancing tool for the students. My observations was that it was

highly effective.

11/16/2017

This week consisted

of my second IPPR and lesson. The students were very welcoming and immediately

ready to engage in learning. I had several hands-on activities planned, as well

as technology based instruction. I utilized techniques to bring the students

together to work in pairs, as well as cooperative learning. I observed the

students learning from each other in order to come up with the correct

solutions to the problems. Small group activity worked well on the computers,

as technological games assisted in the instructional process of using plane

figures (square, rectangle, triangle, parallelogram, rhombus, and trapezoid).

During the pre-assessment, I observed prior knowledge and therefore, knew which

strategies to use with certain students. Some required more one on one instruction,

especially the ESL and ELL students. TenMarks was used as assistive technology

for the instructional process with those students. I observed the students

highly engaged in the Tangram activity, which was hands-on. Students seem to

enjoy hands-on activities over paper/pencil learning materials.

11/29/2017

These two dates

were my last days with this class. I truly enjoyed teaching, learning, and

observing all aspects of this class. As a special education teacher, I was able

to learn a lot about the general education curriculum without differentiation

and specially designed instruction. The cooperative teacher was effective in

observing my strategies and closures. The first lesson, she stated a more

effective closure was required.

During the last two days in this class, I observed the

teacher preparing the class for the SOL’s that are coming up. I was able to

teach the students a lesson that I learned the week before at a professional

development course. I worked with students on the computer on TestNav. We

worked on learning the tools to take the math SOL’s. General education teachers

do not focus on the tools as much as special education teachers do. It was nice

to assist the cooperative teacher in this manner. I feel that the students are more

prepared now to take the math portion of the SOL test, as they are aware of the

tools in the test which are readily available to them.

Student Examples

Field Experience Report

Crystal Gillespie

EDUC 530

Liberty University

Field Experience Report

The field experience report identifies some of the strategies

learned, some observations that were made, and also includes research-based

information studied in this course. In this report, the research-based information

is used to explain about the observed lessons, and some of the perspectives. I

feel that this field experience innovative, highly informational, and it taught

many strategies. Over the past six weeks observing and teaching in this fifth

grade class were motivational and educational, therefore, I was able to reflect on my teaching strategies

within my own classroom.

Reflection

and Analyzation

As my observations began I was greeted with smiles, enthusiasm, and

open arms. My very first observation consisted of the remediation of

measurement. The remediation consisted of the relationship between area and

perimeter. According to the text, “area and perimeter are a source of confusion

for students, possibly because both area and perimeter involve regions to be

measured “(Van De Walle, Karp & Bay-Williams, 2016). My observations determined

the same conclusion as what is stated in the text. Teaching two formulas for

concepts may definitely confuse students. I personally observed this to be

true. For those students who needed

adaptations and modifications, the cooperative teacher provided them by

remediating the concepts and the formula’s on different days, or after the

students grasped the formula.

.Another part of the observation during this lesson included the

students making sense of the problem and being able to come up with a solution.

Students who had difficulty were provided laminated grid paper and markers to

draw the shapes to coincide with the formulas.

In regard to my lesson and protractors, I observed the students as

they displayed a small level of

frustration on how to properly use the

protractor. Some of the students became very confused because the protractor

runs clockwise and counterclockwise along the edge, making the scale hard to

interpret based on the lack of conceptual knowledge, as also stated in the text

(Van De Walle, Karp & Bay-Williams, 2016). As extra assistance was required

for some, adaptations were made. A large protractor was placed on the

Promethean board, and the students could actually measure the angles while

moving the protractor. After immediate feedback and instruction, the students

were able to grasp the concept and move on to measuring the angles effectively.

Each time I entered the room, I made observations. During this

observation I saw many different reactions from the student. During my observation

I was able to listen and communicate with students who were having difficulty,

and students who were not being challenged. Collecting data within the classroom is imperative,

and highly effective. While communicating with the students, you are able to

collect data on the student thoughts and

responses. According to the text, observation checklists can be used for

long-term and short-term objectives (Van De Walle, Karp & Bay-Williams,

2016). These checklists ccan be useful for teaching and learning purposes for

both the student and teacher .

Evaluating and adapting tasks is imperative in the classroom. Data

collection and observations is a useful tool in determining the need for

adaptation. As a teacher, I always ask myself was the task too hard for the

student, or may it have been too easy? Analyzing and evaluating material in the

classroom is important. While observing the class, I worked alongside the

cooperative teacher and came to the conclusion that adaptations should be made

on a few assessments. Due to the concept being assessed was geometry, the use

of hands-on tools as a form of assessment was necessary. The adaptations were

made to the formative assessments and indicated a 30 percent increase of

knowledge gained through the use of tools. I was able to incorporate higher

levels of thinking into my lessons through the assessments. These adaptations

were made in conjunction with the teacher because I felt that the students had

the skills to think outside of the box.

Reference

Van de Walle, J. A.,

Karp, K. S., & Bay-Williams, J. M. (2016). Elementary and middle school mathematics (9th ed.). Upper Saddle

River, NJ: Pearson.

EDUC 530 Field Experience Log/Analysis

Submit Field Log through Blackboard.

If you do not have previous teaching experience, these hours may be

included in the 30-hour field experience required for Gate2. These experiences

should also be recorded on the Cumulative Field Log and Field Experience Matrix

specific to your program, required for Gates 3 and 4.

Teacher candidate: Crystal Gillespie

Course: EDUC 530

Semester/Year: Spring 2017

School: Cascade Elementary School

City/State: Atlanta, Georgia

Teacher: Ms. Shawntel Macon

Grade/Subject: 5, Math

Teacher candidate duties: observe, create and teach two

lessons, manage classroom activities and instruction.

Describe diversity in classroom.

Diverse backgrounds (gender, SES, ethnicity, race,

language): ESL, ELL

Special needs (ED, LD, MR, gifted, other): gifted

Date

Arrive

Depart

Hrs/Min

11/8/17

11:00am

1:00pm

2 hours

11/9/17

11:00am

1:00pm

2 hours

11/15/17

11:00am

1:00pm

2 hours

11/16/17

11:00am

1:00pm

2 hours

11/29/217

11:00am

1:00pm

2 hours

Total time:

10 hours

Field

Log

11/8/2017

My first day observing this classroom was spent silently

observing and taking notes on how the cooperative teacher remediated patterns,

functions, and measurements. The teacher utilized the Promethean board and

games in which the students worked in pairs to match the correct answers. The

educational games were retrieved from Math Playground a website for

instructional material. During this time, students were put into rotations.

Some students worked on their math review, while others worked on Math , while

others worked with the teacher on the Smartboard. I observed the students

working well together, the teacher fully engaged in teaching her students, and

completely able to manage the classroom.

11/9/2017

During the next

day of observation, I was able to

actually work in small groups with

students. The teacher provided instructional processes to introduce, which

included the reintroduction of geometry. As a group, I introduced the shapes

and definitions that were first taught to the students in the fourth grade.

This class has a high level of gifted students, and many automatically recalled

the concepts of geometry. We worked on TenMarks together, and discussed the

concepts of geometry. I also graded homework and Tuesday’s daily math review

(90% of the class passed with a score of 85% or higher). I was responsible for

teaching the students about two-dimensional figures, and the subcategories. All

rectangles have four right angles and squares are rectangles, therefore all

squares have four right angles. As a group, I utilized the technique of a

hands-on activity of sorting plastic shapes into categories. I observed all of

the students engaged in the activity.

11/15/2017

This week

consisted of my IPPR and lesson. I interacted more with the students and gained

a respectful rapport. The standard was SOL 5.11 “The student will measure

right, acute, obtuse, and straight angles.” I introduced the protractor and how

to use it. As a whole group, the classroom worked on an activity “Angles are

Every Where.” Instructional processes included modeling how a protractor is

used, defining geometrical vocabulary words, and provided direct instruction on

measuring angles. Techniques included guided practice, independent practice,

and assessments. While observing the students, I was able to identify some who

were struggling with angles, and was able to immediately provide additional

instruction and positive feedback to motivate the student, which is an

effective strategy. During the instruction, additional strategies for

educational purposes included the ability to incorporate technology as a

resource and enhancing tool for the students. My observations was that it was

highly effective.

11/16/2017

This week consisted

of my second IPPR and lesson. The students were very welcoming and immediately

ready to engage in learning. I had several hands-on activities planned, as well

as technology based instruction. I utilized techniques to bring the students

together to work in pairs, as well as cooperative learning. I observed the

students learning from each other in order to come up with the correct

solutions to the problems. Small group activity worked well on the computers,

as technological games assisted in the instructional process of using plane

figures (square, rectangle, triangle, parallelogram, rhombus, and trapezoid).

During the pre-assessment, I observed prior knowledge and therefore, knew which

strategies to use with certain students. Some required more one on one instruction,

especially the ESL and ELL students. TenMarks was used as assistive technology

for the instructional process with those students. I observed the students

highly engaged in the Tangram activity, which was hands-on. Students seem to

enjoy hands-on activities over paper/pencil learning materials.

11/29/2017

These two dates

were my last days with this class. I truly enjoyed teaching, learning, and

observing all aspects of this class. As a special education teacher, I was able

to learn a lot about the general education curriculum without differentiation

and specially designed instruction. The cooperative teacher was effective in

observing my strategies and closures. The first lesson, she stated a more

effective closure was required.

During the last two days in this class, I observed the

teacher preparing the class for the SOL’s that are coming up. I was able to

teach the students a lesson that I learned the week before at a professional

development course. I worked with students on the computer on TestNav. We

worked on learning the tools to take the math SOL’s. General education teachers

do not focus on the tools as much as special education teachers do. It was nice

to assist the cooperative teacher in this manner. I feel that the students are more

prepared now to take the math portion of the SOL test, as they are aware of the

tools in the test which are readily available to them.

Student Examples