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Field Experience Report

Crystal Gillespie

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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

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