POSITIVE STATEMENT
I am most proud of the flow and organization on my final presentation. I spent some time rehearsing what had to be discussed on my topic and made sure to speak clearly. I chose significant mentorship experiences and tied them to my answers while presenting. Overall, I am proud of what I accomplished with senior project, finding my passion and a career path.
QUESTIONS TO CONSIDER
Final Presentation: AE P+ AP CR NC
I believe that I earned a "P+" overall for my final Presentation because I meet all the "P" considerations requirements and included an extra activity.
Senior Project: AE P AP CR NC
I believe that I earned an "AE" overall for my senior project because I meet all the "P" considerations requirements but on several components earned an AE. I also made and sent templates to the senior project team for E.C.
What worked for me in my senior project was the research I found through databases and books. My topic was broad so I had to spend time focusing on subtopics and finding credible sources of research.
If I had a time machine, I wouldn't do anything differently to my senior project other than spend more time finding mentors initially. I was stressful not having a "good" mentor.
FINDING VALUE
The senior project has been extremely helpful in my future endeavors because I was able to meet and build connections in the field of work I plan to pursue. For mentorship, I spent time working for THINK Together, a nonprofit organization that provides free elementary school tutoring, and because of my work ethic there, they offered a paid position for the fall.
Thursday, May 28, 2015
Wednesday, May 13, 2015
Blog 21: Mentorship
LITERAL
I, Ingrid Nicole Mata, affirm that I have completed mentorship during the academic school year which represents 51 hours and 35 minutes of work.
My Senior Project Hours log has been updated.
Contact: Lesley Martin & Maricar Caragao
Mentorship: Lark Ellen Elementary, THINK Together
INTERPRETIVE
The most important thing I have gained from this learning experience is the significance in great people skills and organization. For mentorship, I was surrounded by elementary school children but also worked with adults, experts in this line of work, who carried themselves gracefully in a fast-paced learning environment. I was able to observe my mentors complete tasks and goals with proper planning, ultimately learning what is key to creating an effective teaching practice.
APPLIED
What I have done has helped me answer my essential question because I learned the fundamentals in planning, executing, and concluding lesson plans. How can an elementary school teacher most effectively produce fluent readers? While observing and shadowing my mentors, I was able to answer this question because I witnessed first hand examples of students going from having trouble with reading to reading above their grade level.
I, Ingrid Nicole Mata, affirm that I have completed mentorship during the academic school year which represents 51 hours and 35 minutes of work.
My Senior Project Hours log has been updated.
Contact: Lesley Martin & Maricar Caragao
Mentorship: Lark Ellen Elementary, THINK Together
INTERPRETIVE
The most important thing I have gained from this learning experience is the significance in great people skills and organization. For mentorship, I was surrounded by elementary school children but also worked with adults, experts in this line of work, who carried themselves gracefully in a fast-paced learning environment. I was able to observe my mentors complete tasks and goals with proper planning, ultimately learning what is key to creating an effective teaching practice.
APPLIED
What I have done has helped me answer my essential question because I learned the fundamentals in planning, executing, and concluding lesson plans. How can an elementary school teacher most effectively produce fluent readers? While observing and shadowing my mentors, I was able to answer this question because I witnessed first hand examples of students going from having trouble with reading to reading above their grade level.
Wednesday, May 6, 2015
Blog 20: Exit Interview
1. What is your essential question and what are your answers? What is your best answer and why?
My EQ is How can an elementary school teacher most effectively produce fluent readers? My three answers are: providing students materials and time to develop fine motor skills, using visual arts to stimulate response and understanding, and expanding vocabulary and tracking any to all progress made. After researching and accumulating 80 sources, my best answer is expanding a student's vocabulary and tracking any to all progress made because there were a numerous amount of studies conducted proving how beneficial this instruction is for students.
2. What process did you take to arrive at this answer?
Initially, the idea of documenting a student's reading progress originated from one of my first mentors, AnnMarie Krall. Each week, she sent out short stories to her students and instructed them to practice reading them home. The following week, she would assess the students using Fluency and would fill in a bar graph on a take home folder/data sheet. This method was great for my mentor for multiple reasons so I decided to look in to it. I researched for studies done that proved that monitor progression was effective and found significant credible sources agreeing that this method works.
3. What problems did you face? How did you resolve them?
The only major problem I can think of had to do with researching itself. As stated before, there were studies done on monitor progression by specials but they were slightly out dated. The studies published ranged from 1980 to 2005 and I felt that not all of the studies done were still relevant to my topic. In order to resolve this issue, I had to find more in-depth research by visiting libraries and looking through several online databases.
4. What are the two most significant sources used to answer your essential question and why?
The two most significant sources I used to help answer my EQ was a book by Paul Bambrick-Santoyo titled Great Habits Great Readers and an eBook tilted Teaching All Students to Read in Elementary School. The book Great Habits Great Readers immensely helped me with answering my EQ because it presented examples and real-life scenarios on my third answer. Teaching All Students to Read in Elementary School was an exemplary guide that helped me answer my EQ because it explained the critical elements needed for an effective reading program.
My EQ is How can an elementary school teacher most effectively produce fluent readers? My three answers are: providing students materials and time to develop fine motor skills, using visual arts to stimulate response and understanding, and expanding vocabulary and tracking any to all progress made. After researching and accumulating 80 sources, my best answer is expanding a student's vocabulary and tracking any to all progress made because there were a numerous amount of studies conducted proving how beneficial this instruction is for students.
2. What process did you take to arrive at this answer?
Initially, the idea of documenting a student's reading progress originated from one of my first mentors, AnnMarie Krall. Each week, she sent out short stories to her students and instructed them to practice reading them home. The following week, she would assess the students using Fluency and would fill in a bar graph on a take home folder/data sheet. This method was great for my mentor for multiple reasons so I decided to look in to it. I researched for studies done that proved that monitor progression was effective and found significant credible sources agreeing that this method works.
3. What problems did you face? How did you resolve them?
The only major problem I can think of had to do with researching itself. As stated before, there were studies done on monitor progression by specials but they were slightly out dated. The studies published ranged from 1980 to 2005 and I felt that not all of the studies done were still relevant to my topic. In order to resolve this issue, I had to find more in-depth research by visiting libraries and looking through several online databases.
4. What are the two most significant sources used to answer your essential question and why?
The two most significant sources I used to help answer my EQ was a book by Paul Bambrick-Santoyo titled Great Habits Great Readers and an eBook tilted Teaching All Students to Read in Elementary School. The book Great Habits Great Readers immensely helped me with answering my EQ because it presented examples and real-life scenarios on my third answer. Teaching All Students to Read in Elementary School was an exemplary guide that helped me answer my EQ because it explained the critical elements needed for an effective reading program.
Thursday, April 30, 2015
April Update
Only a couple of months left in the school year (last day June 5th!) but there's a lot still left to do. For the month of April, I vigorously worked with Alexis Crisanto to complete our independent component 2. Our IC2 consisted of a teaching blog titled The Alexis & Ingrid Show and the creation of a Pinterest profile.
This past month I also attended mentorship regularly at one of THINK Together's sites in Covina. I worked alongside my Mentor, who I choose to interview for the interview component, and was given responsibilities of attendance and also granted my own wake talkie (very fun!). Below are pictures of my fun wakie, attendance clipboards and name badges, and of the Science Fair held last week. The students were divided into four clubs and each club focused on a specific nature series. So the students spent time learning about earthquakes, tornados, volcanoes, or tsunamis. During this Science Fair, the students in each club presented what they learned the past month and I had the opportunity to a part of it all.
"You are braver than you believe, stronger than you seem, and smarter than you think." -Christopher Robin (Winnie the Pooh)
Sunday, April 26, 2015
Blog 19: Independent Component 2
LITERAL
I, Ingrid Mata, affirm that I completed my independent component which represents 31 hours and 20 minutes of work.
For this component, the person who helped me complete this ambitious project was my partner Alexis Crisanto. Together we envisioned a blog that included book reviews, crafts, and much more. We bounced around ideas, planned our schedules accordingly, and ultimately executed an exemplary IC 2.
Independent component 2 Log has been updated.
For my independent component 2, I completed an elementary school teaching and early childhood development blog, The Alexis & Ingrid Show, made possible by collaborating with my partner Alexis Crisanto. For this component, I also created a Pinterest with a vast collection of classroom organization ideas and supplies listings.
INTERPRETATIVE
Alexis and I developed a blog that not only represented who we are but allowed for us to further our research on our topics. Through collaborative work, I discovered how my topic, Elementary School Teaching, goes hand in hand with early childhood development. In this blog we reviewed books, referred to editorials, and created our own crafts. Below are visuals of what was done for this independent component and the links to the work can be found in the "Literal" section of this blog post.
APPLIED
This component helped me answer my essential question with a more creative approach. By developing a teaching blog, I had to visit the blogs of actual professionals in the field in order to draw out inspiration for my own. When I did this, I found articles on my topic and was able to have more research to support my essential question answers. Since I worked with Alexis, we bounced around ideas for the blog and shared our experiences with our mentorship. It was extremely insightful to both parties to learn about the different age groups we work with and the environment they're in.
I, Ingrid Mata, affirm that I completed my independent component which represents 31 hours and 20 minutes of work.
For this component, the person who helped me complete this ambitious project was my partner Alexis Crisanto. Together we envisioned a blog that included book reviews, crafts, and much more. We bounced around ideas, planned our schedules accordingly, and ultimately executed an exemplary IC 2.
Independent component 2 Log has been updated.
For my independent component 2, I completed an elementary school teaching and early childhood development blog, The Alexis & Ingrid Show, made possible by collaborating with my partner Alexis Crisanto. For this component, I also created a Pinterest with a vast collection of classroom organization ideas and supplies listings.
INTERPRETATIVE
Alexis and I developed a blog that not only represented who we are but allowed for us to further our research on our topics. Through collaborative work, I discovered how my topic, Elementary School Teaching, goes hand in hand with early childhood development. In this blog we reviewed books, referred to editorials, and created our own crafts. Below are visuals of what was done for this independent component and the links to the work can be found in the "Literal" section of this blog post.
This component helped me answer my essential question with a more creative approach. By developing a teaching blog, I had to visit the blogs of actual professionals in the field in order to draw out inspiration for my own. When I did this, I found articles on my topic and was able to have more research to support my essential question answers. Since I worked with Alexis, we bounced around ideas for the blog and shared our experiences with our mentorship. It was extremely insightful to both parties to learn about the different age groups we work with and the environment they're in.
Tuesday, March 31, 2015
March Update
There has been a change of pace in the month of March. For example, there were less visits to my local library [for books on my topic] and much more online browsing through databases for research.
The month of March has really revolved around my Independent Component 2 and finalizing my essential question answers. My first Independent Component was composed of both mentorship and lesson planning hours. In a previous blog, I described that I learned important communication skills by doing these additional mentorship hours but expressed how there was not enough creativity involved. So for my second IC, I came together with another I-Poly senior, Alexis Crisanto, who has a similar senior topic, and together developed a elementary school teaching blog!
What Alexis and I did first was develop a Google Plus email account [better known as gmail+], allowing us to have linked accounts to Blogger, YouTube, and Docs. We chose to host our blog on Blogger as well and by transitioning to the Plus account, we can easily access YouTube to upload activity/craft tutorials. I included visuals of what our email account looks like and where we go to access Blogger below. The last visual is of our blog's overview and we will begin to actively post beginning of April. For my IC 2, there was also a Pinterest account made. The link to the teacher's blog and Pinterest account can be found on the top right hand of this blog.
The month of March has really revolved around my Independent Component 2 and finalizing my essential question answers. My first Independent Component was composed of both mentorship and lesson planning hours. In a previous blog, I described that I learned important communication skills by doing these additional mentorship hours but expressed how there was not enough creativity involved. So for my second IC, I came together with another I-Poly senior, Alexis Crisanto, who has a similar senior topic, and together developed a elementary school teaching blog!
What Alexis and I did first was develop a Google Plus email account [better known as gmail+], allowing us to have linked accounts to Blogger, YouTube, and Docs. We chose to host our blog on Blogger as well and by transitioning to the Plus account, we can easily access YouTube to upload activity/craft tutorials. I included visuals of what our email account looks like and where we go to access Blogger below. The last visual is of our blog's overview and we will begin to actively post beginning of April. For my IC 2, there was also a Pinterest account made. The link to the teacher's blog and Pinterest account can be found on the top right hand of this blog.
"It was one of those March days when the sun shines hot and the wind blows cold: when it is summer in the light and winter in the shade." - Charles Dickens
Wednesday, March 11, 2015
Blog 18: Fourth Interview Preparation
Content: Post 20 open-ended questions you want to ask an expert in the field concerning your senior project. The focus of your questions should be on your answer to your EQ.
1. How can an elementary school teacher best engage students who lack motivation?
2. If there were behavioral issues with a student, how might you identify and address them?
3. What is the most effective way to track a student's reading progress and why?
4. How can a parent/guardian help their student with language acquisition at home?
5. What is a functional classroom layout that encourages creative learning?
6. What are the similarities and differences you have noticed with every incoming generation (class)?
7. How are you able to determine if a student meets reading (standards) proficiency?
8. What are some obstacles elementary school teachers and students face today?
9. How might an elementary school teacher reduce classroom conflict(s)?
10. What skill-sets and talents should elementary school teachers have and why?
11. How could technology be used to improve a student's reading ability?
12. What is the most effective way to support students with academic and or social issues?
13. What are your thoughts on the new Common Core State Standards?
14. Describe how you would help a student who is struggling in reading fluently please.
15. What are some ways to communicate with parents/guardians advantageously?
16. What are your methods for classroom organization?
17.What are the pros and cons of the public elementary school system?
18.When working alongside colleagues, how might you communicate effectively with them and why?
19. What are the similarities and or differences of elementary education in the U.S. versus other countries?
20. What are some effective teaching techniques that have improved reading [comprehension] performances?
21. EQ: How can an elementary school teacher most effectively produce fluent readers?
1. How can an elementary school teacher best engage students who lack motivation?
2. If there were behavioral issues with a student, how might you identify and address them?
3. What is the most effective way to track a student's reading progress and why?
4. How can a parent/guardian help their student with language acquisition at home?
5. What is a functional classroom layout that encourages creative learning?
6. What are the similarities and differences you have noticed with every incoming generation (class)?
7. How are you able to determine if a student meets reading (standards) proficiency?
8. What are some obstacles elementary school teachers and students face today?
9. How might an elementary school teacher reduce classroom conflict(s)?
10. What skill-sets and talents should elementary school teachers have and why?
11. How could technology be used to improve a student's reading ability?
12. What is the most effective way to support students with academic and or social issues?
13. What are your thoughts on the new Common Core State Standards?
14. Describe how you would help a student who is struggling in reading fluently please.
15. What are some ways to communicate with parents/guardians advantageously?
16. What are your methods for classroom organization?
17.What are the pros and cons of the public elementary school system?
18.When working alongside colleagues, how might you communicate effectively with them and why?
19. What are the similarities and or differences of elementary education in the U.S. versus other countries?
20. What are some effective teaching techniques that have improved reading [comprehension] performances?
21. EQ: How can an elementary school teacher most effectively produce fluent readers?
Thursday, March 5, 2015
Blog 17: Answer 3
1. What is your Essential Question?
How can an elementary school teacher most effectively produce fluent readers?
2. What is your third answer? (In complete sentence format)
An elementary school teacher can most effectively produce fluent readers by expanding their vocabulary and tracking any to all progress made.
3. List three reasons your answer is true with a real-world application for each.
4. What source(s) best supports your answer and details?
Essentials for Effective Reading Instruction by Carolyn A. Denton (ART)
Teaching All Students to Read in Elementary School by Joseph Torgesen, Debra Houston, Lila Rissman and Marcia Kosanovich (ART)
5. Tie this together with a concluding thought.
In my research, I found there are various ways to track students' reading performances and no one set way to go about it. But by my using both traditional (paper) and modern (tech) documentation methods, of a students progress, the student, parent, and teacher benefit from it.
How can an elementary school teacher most effectively produce fluent readers?
2. What is your third answer? (In complete sentence format)
An elementary school teacher can most effectively produce fluent readers by expanding their vocabulary and tracking any to all progress made.
3. List three reasons your answer is true with a real-world application for each.
- R1: By tracking students progress, the teacher could adapt further instruction according to the students needs to excel fluency proficiency. In Essentials for Effective Reading Instruction, the University of Texas Health Science Center found that this way of teaching left no student "inferring what they are supposed to learn" because they knew what was expected of them.
- R2: Expanding a students vocabulary allows them to better comprehend reading content. During mentorship, the students who knew the meaning of words on their weekly spelling words list better understand the accompanying story which used them.
- R3: Teachers that track a students reading progression is able to provide parents/guardians with ways they could help at home. My mentor does weekly fluency reading assessments on short stories and tracks students performance on individual folders. The student is then able to show their parents where they are at and what the goal for the following week is.
4. What source(s) best supports your answer and details?
Essentials for Effective Reading Instruction by Carolyn A. Denton (ART)
Teaching All Students to Read in Elementary School by Joseph Torgesen, Debra Houston, Lila Rissman and Marcia Kosanovich (ART)
In my research, I found there are various ways to track students' reading performances and no one set way to go about it. But by my using both traditional (paper) and modern (tech) documentation methods, of a students progress, the student, parent, and teacher benefit from it.
Saturday, February 28, 2015
February Update
In the beginning of the school year, I had a wonderful mentor but sadly had to let them go. Why? Adversity. Since I went mentor less for quite a while, I was behind on mentorship hours...
It's the end of February and I have 30+ hours! Now that I have, not two, but three mentors, I'm able to complete my hours and further my research on elementary school teaching. I spend every other Friday shadowing AnnMarie Krall, a first grade teacher. (Fun fact: She was actually on of my brother's first grade teacher.) I also mentor at Lark Ellen's THINK Together program and work will mostly first and second graders. The site coordinator, Lesley Martin, had me help out other classes with older students and because of this, I observed first hand the social differences between the age groups. I also discovered that I personally prefer working with second and third graders because they're less dependent and ready for self-directed guidance.
I truly enjoy working in early childhood education and mentoring at THINK Together has been a great learning experience. I included pictures of my mentorship above and the top two are of the school's library. The students went to the library and had to choose a book according to their reading level. Once they finished reading their book, they had to take an AR test and pass with 80% or higher to participate in an outdoor activity. The two bottom pictures are of the school's garden. The students whom met proficiency in the library went out to this garden and spent time gardening. By giving the students an incentive in reading improvement, they feel most motivated and put in the necessary effort. Below I included my closing quite, enjoy.
"Spring will come and so will happiness. Hold on. Life will get... warmer." - Anita Krizzan
Wednesday, February 18, 2015
Blog 16: Answer 2
1. What is your Essential Question?
How can an elementary school teacher most effectively produce fluent readers?
2. What is your first answer? (In complete sentence format)
An elementary school teacher can most effectively produce fluent readers by providing them [students] materials and time to develop fine motor skills.
3. What is your second answer? (In complete sentence format)
An elementary school teacher can most effectively produce fluent readers by using the visual arts to stimulate response and understanding from children at all stages of literacy development.
4. List three reasons your answer is true with a real-world application for each.
5. What printed source best supports your answer?
Visual Thinking Strategies by Philip Yenawine (BOOK)
For more information regarding this book click here.
The Parent Backpack for K-5 by ML Nichols
7. Tie this together with a concluding thought.
My essential question was recently revised and my first answer was adjusted accordingly. I drew my second answer from not only personal experience but through research. Visual arts has been proven to have a positive effect on a student's academic character and is engaging, but like books, they must be selected to appeal to the taste of the individual.
How can an elementary school teacher most effectively produce fluent readers?
2. What is your first answer? (In complete sentence format)
An elementary school teacher can most effectively produce fluent readers by providing them [students] materials and time to develop fine motor skills.
3. What is your second answer? (In complete sentence format)
An elementary school teacher can most effectively produce fluent readers by using the visual arts to stimulate response and understanding from children at all stages of literacy development.
4. List three reasons your answer is true with a real-world application for each.
- R1: Helps with developing minds because it "produces a less complicated way of thinking." While shadowing one of my mentors, there was a situation where language barriers negatively affected the learning environment. A student with limited english didn't understand much of the lesson so visuals of what my mentor was describing helped greatly.
- R2: Using visual arts, students are able to picture people and places, allowing them to comprehend what they see. In Visual Thinking Strategies, a third grade class analyzed a painting from the great depression and the teacher facilitated the discussion by paraphrasing their comment and providing new vocabulary. "They model good language usage." pg.119
- R3: Increases the appeal to the task at hand and enhances a student's learning experience. During mentorship, I observed that students were most motivated when drawing and painting was involved in learning their sight words. The kids easily learned what appealed to them.
5. What printed source best supports your answer?
Visual Thinking Strategies by Philip Yenawine (BOOK)
For more information regarding this book click here.
“What’s going on in this picture?”
"With this one question and a carefully chosen work of art, teachers can start their students down a path toward deeper learning and other skills now encouraged by the Common Core State Standards. The Visual Thinking Strategies (VTS) teaching method has been successfully implemented in schools, districts, and cultural institutions nationwide, including bilingual schools in California, West Orange Public Schools in New Jersey, and the San Francisco Museum of Modern Art."
"With this one question and a carefully chosen work of art, teachers can start their students down a path toward deeper learning and other skills now encouraged by the Common Core State Standards. The Visual Thinking Strategies (VTS) teaching method has been successfully implemented in schools, districts, and cultural institutions nationwide, including bilingual schools in California, West Orange Public Schools in New Jersey, and the San Francisco Museum of Modern Art."
"It provides for open-ended yet highly structured discussions of visual art, and significantly increases students’ critical thinking, language, and literacy skills along the way."
6. What other source supports your answer?
The Parent Backpack for K-5 by ML Nichols
My essential question was recently revised and my first answer was adjusted accordingly. I drew my second answer from not only personal experience but through research. Visual arts has been proven to have a positive effect on a student's academic character and is engaging, but like books, they must be selected to appeal to the taste of the individual.
Wednesday, February 11, 2015
Blog 15: Independent Component 2 Approval
The Independent
Component 2 is an opportunity for you to add a dimension of creativity and/or
an additional outlet for research. The goal of the component is for you
to explore your answers in more depth.
Please answer the following questions for independent component 2 idea approval.
Originally, my independent component one was supposed to be an additional outlet for research, meaning 30 more hours with my mentor. BUT. I was mentor-less for quite a while and had to add a mini lesson to my IC. Although I learned important communication skills during my IC one with mentorship, I feel that there was not much creativity involved and for this reason want to collaborate with a fellow I-Poly Senior (Woo! Alexis Crisanto!) to create a blog with activities for elementary school teaching.
In order to meet the expectation of showing 30 hours of evidence, I will have documentation of every task completed on my senior project hours log and also have the final IC 2 blog linked to my senior blog. The IC 2 blog will be filled with visuals and videos of crafts and activities done for elementary school teaching. It will also include descriptions the importance of each activities and easy to follow instructions (if needed).
This component will help me explore my topic in more depth because I would be incorporating what I learned from mentorship and using tech to connect with other professionals in the field. I'll also be collaborating with another student and be able to share and utilize research we both came to find. By doing this component, I'll be able to rule out any answer that doesn't satisfy my new essential question.
4. Post a log in your Senior Project Hours link and label it "Independent Component 2" log.
Please answer the following questions for independent component 2 idea approval.
1. Describe in detail what you plan to do for your 30
hours.
Originally, my independent component one was supposed to be an additional outlet for research, meaning 30 more hours with my mentor. BUT. I was mentor-less for quite a while and had to add a mini lesson to my IC. Although I learned important communication skills during my IC one with mentorship, I feel that there was not much creativity involved and for this reason want to collaborate with a fellow I-Poly Senior (Woo! Alexis Crisanto!) to create a blog with activities for elementary school teaching.
2. Discuss how or what you will do to meet the expectation
of showing 30 hours of evidence.
In order to meet the expectation of showing 30 hours of evidence, I will have documentation of every task completed on my senior project hours log and also have the final IC 2 blog linked to my senior blog. The IC 2 blog will be filled with visuals and videos of crafts and activities done for elementary school teaching. It will also include descriptions the importance of each activities and easy to follow instructions (if needed).
3. Explain how this component will help you explore your topic
in more depth.
This component will help me explore my topic in more depth because I would be incorporating what I learned from mentorship and using tech to connect with other professionals in the field. I'll also be collaborating with another student and be able to share and utilize research we both came to find. By doing this component, I'll be able to rule out any answer that doesn't satisfy my new essential question.
4. Post a log in your Senior Project Hours link and label it "Independent Component 2" log.
My Senior Project hours link has been updated with an "Independent Component 2" log and can be viewed here.
Thursday, February 5, 2015
Blog 14: Independent Component 1
LITERAL
I, Ingrid Mata, affirm that I completed my independent component which represents 35 Hours and 50 Minutes of work.
My mentors AnnMarie Krall and Lesley Martin were my main sources in completing my independent component. I also used several books that contributed to the creation of the component and they are listed below.
My Senior Project Hours log is updated and you can view it here.
For my independent component one, I completed additional mentorship hours with two different mentors, took an art class, and also designed a mini reading/writing unit for first graders. The unit includes alphabet practice, classroom layouts, and crafts that polish fine motor skills in young children.
INTERPRETIVE
This component was a real eye-opener to elementary school teaching, my senior topic. I was out in field learning from hands on experience rather than through text books, giving this project most significance. The majority of my independent component was shadowing and working with students and my mentors. This project taught me how vital it is to collaborate with others and how children are sponges, seeking knowledge. I wasn't able to take pictures where children were involved because I don't have parental consent and my mentors are pretty camera shy. For these reasons, I took pictures of the environment which I worked in and included some pictures of parts of the mini unit.
APPLIED
Working with elementary school students for the past few months has allowed me to learn more about the way they interact with one another and process information. By completing this component with my mentors and designing a mini unit, I was able to observe students little quirks and see the pros and cons of certain teaching techniques. For example, during mentorship I saw a student frustrated with his work and my mentor went in. She addressed the issue by showing the student a different angle in solving the problem. It's all about working the angle. This component has allowed me to better understand the foundation of my topic because I was able to learn from modern day experts in the field.
My mentors AnnMarie Krall and Lesley Martin were my main sources in completing my independent component. I also used several books that contributed to the creation of the component and they are listed below.
- Great Habits Great Readers by Paul Bambrick-Santoyo, Aja Settles, and Juliana Worrell
- The Parent Backpack for K-5 by ML Nichols
- Drawing for the Absolute and Utter Beginner by Claire Watson Garcia
- Watercolor Painting for Dummies by Colette Pitcher
- The Complete Book of Mosaics by Emma Biggs and Tessa Hunkin
My Senior Project Hours log is updated and you can view it here.
For my independent component one, I completed additional mentorship hours with two different mentors, took an art class, and also designed a mini reading/writing unit for first graders. The unit includes alphabet practice, classroom layouts, and crafts that polish fine motor skills in young children.
INTERPRETIVE
This component was a real eye-opener to elementary school teaching, my senior topic. I was out in field learning from hands on experience rather than through text books, giving this project most significance. The majority of my independent component was shadowing and working with students and my mentors. This project taught me how vital it is to collaborate with others and how children are sponges, seeking knowledge. I wasn't able to take pictures where children were involved because I don't have parental consent and my mentors are pretty camera shy. For these reasons, I took pictures of the environment which I worked in and included some pictures of parts of the mini unit.
 |
| Above is the digital classroom layout I created. |
Working with elementary school students for the past few months has allowed me to learn more about the way they interact with one another and process information. By completing this component with my mentors and designing a mini unit, I was able to observe students little quirks and see the pros and cons of certain teaching techniques. For example, during mentorship I saw a student frustrated with his work and my mentor went in. She addressed the issue by showing the student a different angle in solving the problem. It's all about working the angle. This component has allowed me to better understand the foundation of my topic because I was able to learn from modern day experts in the field.
Saturday, January 31, 2015
January Update
It's now 2015! The year I [hopefully] graduate! The past several weeks have been extremely busy due to planning events with ASB, lesson 2 presentations, and independent component matter.
In the beginning of January, I went to THINK Together's Headquarters in West Covina. THINK Together is a free after-school program with a mission to "create opportunities for kids to discover their passions and reach their full potential." I attended an orientation conducted by Joseph Cabral, Manager of volunteers, and had to fill out some paperwork in order to mentor with them. The pictures below were taken by me after I completed orientation. The picture on the left is of the logo that hung in the entrance of the building and the picture on the right is my volunteer/mentorship handbook.
This month I've visited my local public library far more than usual. Why? For RESEARCH. My independent component is composed of additional mentorship hours and a first grade reading/writing unit. I completed most of the lessons for my unit but needed more information as to how it all connects and relates to my EQ. Below are two books that have immensely given me insight on my topic and more specifically, child development. My weekly craft this week looks more like a writing assignment, but, a memorable one. It's a fun fill-in personal reflection sheet on things we've loved and enjoyed the past year. This craft can be found on the bottom right column in my senior blog.
I found a quote that not only fit the month of January, but for the new Year! It's a bit too sophisticated and complex for younger children but the quote is poetic and fitting for new beginnings.
In the beginning of January, I went to THINK Together's Headquarters in West Covina. THINK Together is a free after-school program with a mission to "create opportunities for kids to discover their passions and reach their full potential." I attended an orientation conducted by Joseph Cabral, Manager of volunteers, and had to fill out some paperwork in order to mentor with them. The pictures below were taken by me after I completed orientation. The picture on the left is of the logo that hung in the entrance of the building and the picture on the right is my volunteer/mentorship handbook.
This month I've visited my local public library far more than usual. Why? For RESEARCH. My independent component is composed of additional mentorship hours and a first grade reading/writing unit. I completed most of the lessons for my unit but needed more information as to how it all connects and relates to my EQ. Below are two books that have immensely given me insight on my topic and more specifically, child development. My weekly craft this week looks more like a writing assignment, but, a memorable one. It's a fun fill-in personal reflection sheet on things we've loved and enjoyed the past year. This craft can be found on the bottom right column in my senior blog.
I found a quote that not only fit the month of January, but for the new Year! It's a bit too sophisticated and complex for younger children but the quote is poetic and fitting for new beginnings.
"For last year's words belong to last year's language and next year's words await another voice." - T.S. Elliot
Thursday, January 29, 2015
Blog 13: Lesson 2 Reflection
Content:
1. What are you most proud of in your Lesson 2 Presentation and why?
I am most proud of my activity because of the effect it had on the class. An important life lesson I've learned is people don't always remember what you do or say to them but instead remember how you made them feel. The video shown during the activity was an eye-opener to the various situations we as children found ourselves in and the majority of the class was moved by it.
2. A. What assessment would you give yourself on your Lesson 2 Presentation (self-assessment)?
AE P AP CR NC
2. B. Explain why you deserve that grade using evidence from the Lesson 2 component contract.
I believe that I earned a "P" overall for my Lesson 2 Presentation because I meet all the "P" considerations requirements.
3. What worked for you in your Lesson 2?
What worked for me, in my Lesson 2, was the simplicity and organization of my powerpoint. There was a decent amount of visuals and not too much text on each slide.
4. (What didn't work) If you had a time machine, what would you have done differently to improve your lesson 2?
If I had a time machine, I would most likely add onto the content of my lecture and use the space around me to interact more with the class.
5. What do you think your answer #2 is going to be?
I think my answer #2 is going to be somewhere along the lines of having patience and an understanding of the student's background.
1. What are you most proud of in your Lesson 2 Presentation and why?
I am most proud of my activity because of the effect it had on the class. An important life lesson I've learned is people don't always remember what you do or say to them but instead remember how you made them feel. The video shown during the activity was an eye-opener to the various situations we as children found ourselves in and the majority of the class was moved by it.
2. A. What assessment would you give yourself on your Lesson 2 Presentation (self-assessment)?
AE P AP CR NC
2. B. Explain why you deserve that grade using evidence from the Lesson 2 component contract.
I believe that I earned a "P" overall for my Lesson 2 Presentation because I meet all the "P" considerations requirements.
3. What worked for you in your Lesson 2?
What worked for me, in my Lesson 2, was the simplicity and organization of my powerpoint. There was a decent amount of visuals and not too much text on each slide.
4. (What didn't work) If you had a time machine, what would you have done differently to improve your lesson 2?
If I had a time machine, I would most likely add onto the content of my lecture and use the space around me to interact more with the class.
5. What do you think your answer #2 is going to be?
I think my answer #2 is going to be somewhere along the lines of having patience and an understanding of the student's background.
Thursday, January 8, 2015
Blog 12: Mentorship 10 Hours
Content:
1. Where are you doing your mentorship?
I will begin doing my second mentorship beginning next week at Lark Ellen Elementary school.
2. Who is your contact?
My contact is my mentor Ms. Krall, a first grade teacher.
3. How many total hours have you done (total hours should be reflected in your mentorship located at the right hand side of your blog like your WB)?
I've explained as to why I have subpar mentorship hours, 3 hours and 30 minutes, but I feel that I have learned how to work through the unforeseen events that have taken place.
4. Summarize the 10 hours of service you did.
For the hours that I did manage to complete, I shadowed my mentor and got to observe the distinct behaviors of children in the process of improving both their reading and writing skills. During mentorship, I helped my mentor by organizing and sorting paperwork that included information on common core. I also assisted during reading time, meaning I worked with students to improve pronunciation and expanded their vocabulary.
1. Where are you doing your mentorship?
I will begin doing my second mentorship beginning next week at Lark Ellen Elementary school.
2. Who is your contact?
My contact is my mentor Ms. Krall, a first grade teacher.
3. How many total hours have you done (total hours should be reflected in your mentorship located at the right hand side of your blog like your WB)?
I've explained as to why I have subpar mentorship hours, 3 hours and 30 minutes, but I feel that I have learned how to work through the unforeseen events that have taken place.
4. Summarize the 10 hours of service you did.
For the hours that I did manage to complete, I shadowed my mentor and got to observe the distinct behaviors of children in the process of improving both their reading and writing skills. During mentorship, I helped my mentor by organizing and sorting paperwork that included information on common core. I also assisted during reading time, meaning I worked with students to improve pronunciation and expanded their vocabulary.
Monday, January 5, 2015
Blog 11: Holiday Project Update
Content:
1. It is important to consistently work on your senior project, whether it is break or we are in school. What did you do over the break with your senior project?
During the break, I picked up a couple of books on my topic and worked on my independent component. For my independent component, I have the unit outline completed and am currently designing a classroom layout that encourages creativity. Visuals COMING SOON. In a previous blog post, I mentioned how my mentorship [where I work with third graders] at an elementary school, were ALSO on break. (Meaning that I'm kind of behind on mentorship hours.)
2. What is the most important thing you learned from what you did, and why? What was the source of what you learned?
The most important thing I've learned is the significance of time management for educators. Teachers are expected to plan and properly execute lessons plans, and meet standards; their worst enemy being time itself. I've learned that by creating a welcoming learning environment and building routines, a teacher is able to "make more time." I believe this most important because time management is a skill that not all teachers have and it's one I want to have as a future educator. I attained this new found knowledge from the books I checked out from the library before and during the break.
3. If you were going to do a 10 question interview on questions related to answers for your EQ, who would you talk to and why?
My EQ is "How can a teacher most effectively use the arts to produce fluent readers?" If I were going to do an interview on questions related to answers for this EQ, I would defiantly try to interview my new mentor. She has specifically worked with child development in reading and has been teaching elementary for some time now. She gave me an idea of what I wanted my senior topic to be during the summer and I believe that she'll be able to help me answer my essential question.
1. It is important to consistently work on your senior project, whether it is break or we are in school. What did you do over the break with your senior project?
During the break, I picked up a couple of books on my topic and worked on my independent component. For my independent component, I have the unit outline completed and am currently designing a classroom layout that encourages creativity. Visuals COMING SOON. In a previous blog post, I mentioned how my mentorship [where I work with third graders] at an elementary school, were ALSO on break. (Meaning that I'm kind of behind on mentorship hours.)
2. What is the most important thing you learned from what you did, and why? What was the source of what you learned?
The most important thing I've learned is the significance of time management for educators. Teachers are expected to plan and properly execute lessons plans, and meet standards; their worst enemy being time itself. I've learned that by creating a welcoming learning environment and building routines, a teacher is able to "make more time." I believe this most important because time management is a skill that not all teachers have and it's one I want to have as a future educator. I attained this new found knowledge from the books I checked out from the library before and during the break.
3. If you were going to do a 10 question interview on questions related to answers for your EQ, who would you talk to and why?
My EQ is "How can a teacher most effectively use the arts to produce fluent readers?" If I were going to do an interview on questions related to answers for this EQ, I would defiantly try to interview my new mentor. She has specifically worked with child development in reading and has been teaching elementary for some time now. She gave me an idea of what I wanted my senior topic to be during the summer and I believe that she'll be able to help me answer my essential question.
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