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

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.

• 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."

"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? 

Great Habits Great Readers by Paul Bambrick-Santoyo
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.

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. 

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.

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. 

• 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.

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.  

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.

"For last year's words belong to last year's language and next year's words await another voice." - T.S. Elliot 

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. 

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.

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. 

December Update

I was in need of a break; long and stress-free. To my surprise, winter break soon knocked on my door.

A few minor changes took place in the month of December. For example, my independent component was in dire need of an update and so it was [partially] updated. For more detailed explanations of what changed click here. This past month I also had to let go of one of my mentors, which was decided for the best not too long ago. In a couple of my previous blogs, I briefly mentioned the conflicting schedules I had with my mentor. She hadn't emailed me to attend her mentorship in weeks so I sought out a new mentor. New year, new mentor. I look forward to shadowing a first grade teacher who tracks reading success of her students with modern tech. Cool right? 

If I had my own classroom, I hope it will look and STAY organized like this one.

This month I have been extremely interested in the functions and layouts of an effective learning environment. I've learned that it's impossible to add more hours into a day but that it's possible to have more hours of actual instruction time. How? By building a tighter routine and creating a solid workspace. I plan to carry this topic into the month of January and design a classroom layout that's designed for learning. Below are some of my favorite decorated doors that both excites and motivates students.      

"Winter, A lingering season is a time to gather golden moments, embark on a sentimental journey, and enjoy every idle hour." - John Boswell

November Update

GOBBLE GOBBLE! Thanksgiving break is sadly coming to an end, goodbye November. You will be missed. 

For the past month, I've been visiting two of my favorite places. The first place being the wonderful library, mainly for research, and the second place is... (drum-roll) Starbucks! Even though I don't drink anything with caffeine, I still go to Starbucks. Why? They serve a mean hot chocolate that goes perfectly with the cold weather and a good book. My topic, Elementary School Teaching, has surprisingly allowed me pick up some great books at my local library with ease. I've been reading Great Habits Great Readers by Paul Bambrick-Santoyo, Aja Settles, and Juliana Worrel for almost a week. Although I haven't read very far into the book yet, its given me the foundation to a possible answer for my essential question. Another book that has given me more insite to my senior topic is The Parent Backpack for Kindergarten through Grade 5 by ML Nichols.

I haven't had the opportunity to attend mentorship recently due to complicating schedules. For this reason, I was in search for another mentor and decided to contact my summer mentors. By the end of the week, I'll hopefully be able to resolve this hiccup. My independent component was going to be 30 hours with my mentor but because of my current situation, mentor-less, I thought about designing a unit that would improve a student motor skills instead. I'll be consulting with my house teacher in further detail when the break is over. 

Above there is a video of a very festive and easy craft for kids. If you have any free-time and bored children under the age of seven, this will entertain. Trust me. Now, this month's quote is one of my favorites yet by John Fitzgerald and could be to deep for the children, but, it's fitting for the month of November.  

"As we express our gratitude... we must never forget that the highest appreciation is not to utter words, but to live by them." - John Fitzgerald Kennedy 

Blog 10: EQ

Content

1. Essential Question 

Once a topic is chosen, the student will develop a working essential question.  The purpose of the working essential question is to help the student build a strong foundation of research which will allow her or him to create an essential question that encourages depth and rigor in the chosen topic.  An essential question must:

•    Provide a framework for studies (It calls for breadth and depth of research, Is not a yes/no question)

•    Take a stance (It allows you to argue some point, Cannot be a recitation of facts or a list)

•    Format (It is specific, The wording makes sense)

I reviewed the rule of three for writing an EQ.

2.  Review the following EQs: Tell us if each meets the rule of three. Tell why they do or don't.

 a.  What is the most important factor in healthy weight loss?

Does NOT meet rule of three. The question doesn't allow "breadth and depth of research" because it isn't specific enough. 

 b.  What is most important to securing a conviction in a criminal investigation?

Meets rule of three. The question is clear and concise, allowing for a wide range of possible answers.

 c.  What is most important in creating a hairstyle that best satisfies a customer?

Does NOT meet rule of three. The question isn't formatted for yes/no answers, but it creates list answers.

 d.  How can an anesthesiologist best treat chronic pain?

Meets rule of three. The question takes a stance, allowing you to research properly and the format meets rule(s).

3.  Based on your review of the rule of 3 and your experience with assessing four EQs, please write another draft EQ for your senior project.  

What is the most effective way to produce fluent readers in elementary school with the basis of the arts? 

Blog 9: Lesson 1 Reflection

Content:

1. Positive Statement 

What are you most proud of in your Lesson 1 Presentation and why?
I am most proud of how my hook activity was executed in my Lesson 1 Presentation. When I presented the color theory [hook] activity, I explained what there was to learn from it and referred it throughout my presentation with examples of real life scenarios. My house seemed to enjoy the audience interaction that came from the hook and some laughs were shared, creating a calming atmosphere. 

2. Questions to Consider (a-b)  

a. What assessment would you give yourself on your Lesson 1 Presentation (self-assessment)?
AE    P+     AP     CR     NC

b. Explain why you deserve that grade using evidence from the Lesson 1 component contract.
I believe that I earned a "P+" overall for my Lesson 1 Presentation. I was an effective communicator, balancing "volume/enunciation" and "body language/eye contact," and successfully engaged my audience. I meet all the "P" considerations requirements and posted this reflection blog after my presentation.  

3. What worked for you in your Lesson 1?
What worked for me, in my Lesson 1, was the amount of time spent planning what I wanted to present and then also rehearsing out loud a couple of times. I believe that because I made the effort to rehearse, each time under 10 minutes, I was able to get a better idea of the time constraint in Lesson 1. I felt much more confident because of the prep and did not go over time.  

4. (What didn't work) If you had a time machine, what would you have done differently to improve your lesson 1?
If I had a time machine, I would most likely rearrange some of the content of my lecture. My senior topic, Elementary School Teaching, in a way is very broad. This is a reason as to way I had a variety of research to present, but, next time I would defiantly try to narrow down my topic and focus on more specific research to present.  

October Update

When I think of October, the first thing that comes to mind is... HALLOWEEN. Happy Halloween! If you don't celebrate or practice other traditions, Happy Friday to you! But, because I do in fact celebrate Halloween, I spent some time researching and coming up with ways to tie this well-known holiday to early childhood development. What do you mean Ingrid? Well reader, while researching I acquired new knowledge that led me to discover that it's crucial to develop fine motor skills at an early age, because it contributes to communication and self-expression. (Things all children struggle with, one way or another.) By creating hands-on activities, making it more engaging with themes like Halloween, the children are able to relate and process what is being taught to them. 

  

Tampa Child Care Examiner, Donna Ackerson, defined motor skills as "muscle strength, coordination, and normal sensation." A child's motor skill-sets are what allows them to perform tasks such as cutting out shapes and drawing straight lines. Above I have three different crafts, all Halloween themed, that allow students to nourish fine motor skills; thus maturing their nervous system properly. The first craft is simply painting out a candy corn on a miniature plant pot, teaching "muscle strength" when using brushes. The second craft requires the children to cut out small squares and glue them onto construction paper to form candy corn, developing muscle "coordination." And lastly, the third craft is where the entire class individually make a web using pipe cleaners and a paper plates, reinforcing "normal sensation". Three similar but different crafts. Before closing of this blog post, I want to share an interesting message that made me think about my viewpoints on Halloween and children. It's a small text image located on the right column, under "IMPORTANT NOTICE," and you'll be directed to the page where I found it if you click the image. Now, onto my monthly quote written Mr. Wolfe.  

"LISTEN! The wind is rising, and the air is wild with leaves, we have had our summer evenings, now for October eves!" - Humbert Wolfe

Blog 8: Research and Working EQ

1) What is your working EQ?

What is the most effective way to produce fluent readers in elementary school with the basis of the arts? 

2) What is a possible answer to your working EQ? Please write the answer in thesis format.

What is the most effective way to produce fluent readers in elementary school with the basis of the arts? 

• Determine whether the student is a visual and/or an auditory learner by utilizing classroom resources and supplies.
• Assess each child individually to conclude their capabilities and potential, directing them to the appropriate reading star level.

 3) What is the most important source you have used that has helped you come up with an answer to your working Essential Question?

Visual Thinking Strategies by Philip Yenawine (BOOK)

The most important source I have used that has helped me come up with an answer to my working essential question is a book by Philip Yenawine. His book, Visual Thinking Strategies: Using Art to Deepen Learning Across School Disciplines, was published recently (last year!) by the Harvard Education Press in Cambridge, Massachusetts. The main reason why I deem this book to be the most important source is because it explained how it was able to teach VTS, Visual Thinking Strategies, to educators in the nation. I especially enjoyed the way the book was written! It was easy to follow and provided specific references to studies conducted for the development of VTS.   

4) Who is your mentor, or where are you doing your mentorship, and how does what you are doing relate to your working EQ?

As mentioned in my previous blog, my mentor is Mary Peterson, an educator at Lark Ellen Elementary School in Covina. I have not been able to go to mentorship much this month, due to conflicting schedules, but the times I've been able to go has been full on exposure with the children (both first and second graders). What I am doing relates to my working EQ because being able to observe and learn about social interaction amongst children allows me to better understand how they process information. Thus, allowing me to determine the ideal way to address their academic needs. 

Blog 7: Independent Component 1 Approval

What is it? Independent Component 1 is an opportunity for you to add a dimension of creativity and/or and additional outlet for research. The goal of the component is for you to explore your topic in more depth with this component. 

Please answer the following questions for independent component idea approval.

1. Describe in detail what you plan to do for your 30 hours.

For my 30 hours, I plan to design a mini reading and writing unit for first graders and also work with my mentor as an additional outlet for research. My topic, elementary school teaching, goes hand in hand with a child's psychological and behavioral development. I feel that if I have constant exposure to the age group (first graders) and their raw potential, I'll be able to discover more about the way they think and learn. The unit will include several activities and different approaches to teaching sight words (or vocabulary) in a fun and artistic manner. An example could be shaping Play-Dough into a sight word or with yarn, outlining each letter of a word on their weekly spelling list. Endless possibilities. 

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 evidence, I will be documenting what I do by taking pictures. For any activities or crafts that I do, I'll keep some of the hard copies. Other than keeping record of the time spent working on the component in google docs, I'll be able to show the unit once finished. 

3. And explain how what you will be doing will help you explore your topic in more depth.

As mentioned before, I believe that being out in the field and working with the elementary school students, would allow me to learn more about the way they process things. By shadowing my mentor and designing a unit, I'll be able to observe the students little quirks and be able to (hopefully!) determine which teaching stye would best fit their needs. By doing these fun activities, I would be reinforcing what the teacher taught them, almost like reviewing the content, allowing them to have a positive interactive experience with the basis of the arts. 

4. Update your Senior Project Hours log.

My Senior Project Hours log is updated and can be viewed here.

September Update

The month of September is normally when everyone goes back to school. It's the time to bid farewell to summer and greet autumn. For teachers though, it is NOT the time to be making lesson plans or creating class activities. Yes, procrastination is very much ill advised (shocker). Preparations made for the new school, an idea adopted from my mentor, should be done well in advance. If an unforeseen event were to arise during the school year, having had things sorted out from the very beginning would diminish the damage of the unforeseen event. 

An elementary school classroom arranged and run by my mentor, Mary Peterson, who teaches both first and second grade.

My mentor's classroom is both clean and organized. Its neat really. Elementary school classrooms, especially those belonging to lower grades, have a distinct scent. The mixture of liquid glue and apple juice would be the best way to describe it. Having that said, I was surprised by how well maintained the classroom was in. How is that possible? ORGANIZATION and CLEANLINESS. The teacher, my mentor, not only covers common core standards, but also teaches them about good citizenship and order without them realizing it themselves. Below are some examples for organization. 

I will continue to attend mentorship on Friday and I look forward to learning the tips of what my mentor has picked up over the years in her profession. In previous years, I volunteered at an after school tutoring program called THINK Together. I personally had a great time with the kids and contacted the program coordinator for the possibility of mentoring with them. I haven't received a confirmation as to whether or not I'll have a second mentor, but whatever the outcome I'll be volunteering with them Tuesdays and Thursdays. Now, to close of this post, I decided to leave a lovely quote about the seasons changing.

"Come said the wind to the leaves one day, come o'er the meadows and we will play. Put on your dresses Scarlet and Gold. For summer is gone and the days grow cold." 

- George Eliot