SEED394

> =This wikispace is presented by Galen Slagle in fulfillment of the requirements of SEED 394 Internship in Secondary Education= > > = = The Internship Field Experience is the second of three required field experiences for certification in The School of Education at The University of South Dakota. The Internship is designed to give students a more extensive and participatory experience than the Paraprofessional Field Experience, and students who complete the Internship will be better prepared to enter the Student Teacher Field Experience. In keeping with the School of Education’s theme of //Reflective Decision Making + Leadership//, the Internship is designed to allow students the opportunity to examine their interactions in the school setting and to evaluate the role they play in student learning. According to Donald Graves (2001), “Awareness that grows out of the specifics of your own situation produces energy. For this reason, you need to know the details of your own experience in order to make some judgments about how to set a personal and professional direction for your life.” The activities required during the Internship Field Experience and the associated written assignments will give you the chance to reflect upon your progress toward becoming a teacher. Perhaps more importantly, you will have the opportunity to reassess and, hopefully, reaffirm your commitment to teaching as a career path.

Graves, D. (2001). //The Energy to Teach.// Portsmouth, NH: Heinemann


 * Galen's Spring 2009 SEED 394 Interns****hip Placement**
 * School: || Vermillion Middle School ||
 * Field-based supervisor: || Jennifer Dibley ||
 * Content area: || 7th grade geography ||
 * FBS e-mail address: || jennifer.dibley@k12.sd.us ||
 * FBS phone: || 605-670-9048 ||
 * USD supervisor: || Kevin J. Reins, Phone: 605-677-5831, e-mail: kreins@usd.edu ||

Check List - Next Steps
Next steps: Please check off the following items by replacing the "o" with an “X” in the left hand column of the table once you have completed the task.
 * = X || Upon receiving this information, respond immediately via e-mail to Dr. Kevin Reins indicating that you have received your placement information and that you have no major conflict with the placement. ||
 * = X || Contact your field-based supervisor within 48 hours of receiving your placement information either by phone or e-mail. ||
 * = X || During this first e-mail or phone call to your field based supervisor, ask to set up the first meeting (at your FBS’s convenience) for you to visit the classroom. ||
 * = X || Upon arriving at the school, go directly to the main office, introduce yourself, the reason for your attendance, (make a great impression from the beginning) and ask to be directed to your FBS’s classroom. ||
 * = X || During the first visit to the classroom, notify your FBS of the URL to your wikispace and let her/him know that you will be documenting the __requirements__ of the experience in this space. Discuss the requirements. ||
 * = X || Deliver the FBS’s packet with the evaluation forms and return envelope to your field based supervisor during the first meeting. ||
 * = X || Also during the first meeting, exchange phone numbers in case of emergency (edit your wikispace and put your FBS’s prefered phone number in the information table above), confirm your visitation times, and discuss what you will be doing in the class over the course of the 45 required hours in the classroom. ||
 * = X || When convenient, introduce yourself to the principal and other faculty throughout your stay at the school. Be kind, courteous and show appreciation for the opportunity to be visiting and working with the students and faculty at the school. Always try to leave a great impression on people. ||
 * = X || Within the first two visits, ask for a copy of the school handbook or ask to borrow a handbook for the semester. ||
 * = X || Report to Dr. Kevin Reins via e-mail after you have completed your initial visit. Briefly describe the visit and ask any questions or state any concerns you have at this time and through the semester. ||
 * = o || IF YOU MISS A SCHEDULED TIME – REPORT IT TO DR. REINS IMMEDIATELY. ALWAYS KEEP HIM INFORMED. RECORD THE DATES THAT YOU MISSED HERE. ||

My goals for the internship: Write three goals for your internship experience.
1. I would like to observe and practice the incorporation of the various learning styles into lesson plans. 2. I want to observe various styles of assessments being used and attempt to incorporate these into both my lesson plans and teaching. 3. I would like to learn about incorporating technology into lessons and how to utilize this technology for maximum results.

=Post-experience reflection on my goals.=

A. 45 hours of field-based classroom participation

 * = **Date** ||= **Hours** ||< **Description of my activities/participation in the classroom....** ||
 * = 10/01/09 ||= .25 ||< Initial meeting in which internship requirements were discussed and a schedule for visitations established. ||
 * = 10/05/09 ||= 3.5 ||< This morning I was introduced to the "home base" class as well as periods 1, 2, and 4 (period 3 is prep), all of which were 7th grade geography classes. I just did observations today to see how things are done and to allow the students to get used to my presence in the classroom. ||
 * = 10/09/09 ||= 3.5 ||< This morning I continued with my observations phase. I discussed with my FBS about the first lesson plan that I would be presenting and we agreed upon a particular unit. I also spent the planning period playing around with the Smart Board and investigating the potential of incorporating some of the features into my lesson plans. We also discussed opportunities in which I would be able to fulfill some of the other participation requirements of the course. ||
 * = 10/16/09 ||= 3.5 ||< On this morning, I went over my lesson plan rough draft during the prep period with the classroom teacher and got her input. We also set a date on which I would be executing the lesson plan to the first, second, and possibly fourth period classes (third period is prep). The students played a Jeopardy-style assessment game, I was in charge of keeping score for the for the first two periods. During fourth period, the classroom teacher and I switch roles and I read the questions while she kept score. ||
 * 10/19/09 ||= 3.5 || Today I assisted in the handing out and return of pre-assessment quizzes. I was also able to work with a group of two students during the first period. I took them to the school library and helped them with reading comprehension. They took turns reading sections aloud and then I would ask them if they knew what the main point of the section was. I would help them figure out how to ascertain this if they struggled with it. ||
 * 10/23/09 ||= 3.5 || Today the students had a brief lecture and were then assigned a hands-on activity which involved them initially working alone then comparing their answers with their neighbors to make sure that they were doing it correctly. As they worked individually and in groups, I walked around and helped make sure that they stayed on task as well as made sure that they were completing the assignment correctly. There was a fire drill today during home base; the building was cleared out in sixty seconds, which I find to be really impressive when you stop to really think about it. ||
 * 10/26/09 ||= 3.5 || This morning I was able to complete the requirement that I work with an individual student. I helped a student complete the hands-on assignment from the previous Friday. I did this so that he would be ready to take a quiz and not fall even farther behind. Having been present in Friday's class, I was able to help him and he was ready for the quiz and current with class material by the time the period was over. ||
 * = 10/30/09 ||= 3.5 || Today was an interesting day as students were wearing all sorts of costumes. The students watched a video explaining the climates and geographical features in different regions of the world. I helped collect the guided assignment that accompanied the video and helped grade some exams that were administered the previous day. ||
 * 11/02/09 ||= 3.5 || I taught my first lesson plan today to the first, second, and fourth period geography classes. The thing that surprised me the most was the difference in the classes themselves; the first period class had essentially no questions while the fourth period class had a lot. The nature of the questions during the fourth period also surprise me as I briefly introduced the students to N.A.T.O. and I had students wondering about the role of N.A.T.O. in regards to the Iraq and Afghanistan wars. My lesson plan, supplemental materials, and impact on learning are attached below. ||
 * 11/06/09 ||= 3.5 || This morning the students did a hands-on activity and were taught about world population. I assisted with the activity, which was quite interesting. I also assisted the teacher by entering worksheet completion grades into her gradebook. ||
 * 11/09/09 ||= 3.5 || Today the students were working on "more population" projects that challenged them to make connections to issues that are a result of increased population. Part of the project involved finding pictures to illustrate their points. Most of my time today was spent on a scavenger hunt various magazines looking for particular pictures. I was also able to fulfill one of the duty requirements during the 7th graders lunch period. ||
 * 11/09/09 ||= 1 || I attended the Vermillion School Board meeting at the Al Nueharth Media Center on campus. My reflection is included below. ||
 * 11/13/09 ||= 3.5 || This morning I was able to get my second duty completed. The students in class were working on population graphs and I just offered assistance to the students whenever possible. ||
 * 11/16/09 ||= 3.5 || Today the students were working in groups on a cartogram mapping activity. I walked the classroom answering student questions. I was also able to complete my standards interview. ||
 * 11/20/09 ||= 10 || I took the field trip to Benson High School Magnet in Omaha, NE. This was a really interesting experience. The first thing I noticed as I walked into the school was the security guard at the front door. This was a first for me as I have never attended or been in a school that had a full-time security force. The diversity of the student body was quite noticeable and another aspect I had never experienced. I found out later that the student body is only 45% Caucasian and 55% Non-Caucasian ( 45% African American / 10% Other). We received a tour of the school and I sat in on the fourth period government class. I was initially surprised at the length of the class period. I was fortunate to be with a "B lunch" class so the ninety minute class was split into two forty-five minute periods. This teacher had a lax day on Fridays and started out by checking notebooks for the week's content and then administered a quiz. We broke for lunch. After lunch, he showed a documentary on racism and spent the final five minutes of class discussing it. It was really interesting to hear the perspective of both the white and non-white students. I also found out that this school is a little different in that courses that are typically taught over the entire year are taught in one semester (hence the long class periods) so the students are only enrolled in four classes per semester. As I said, I found the trip really interesting and am glad I took the opportunity to go. ||
 * 11/23/09 ||= 3.5 || This morning the students did a settlement activity in which they attempted to determine the best locations for building colonies so that they would have access to resources and be protected from various hostile enemies and natural disasters. They were also forced to take into account the sanitary condition and how they would allocate manpower. I helped answer student question on the individual activities when I could. I also assisted the teacher by entered completion grades into the grade book. ||
 * 11/24/09 ||= 1 || I attended the seventh grade girls basketball game this evening. My reflection is included below. ||
 * 11/30/09 ||= 3.5 || I taught my second lesson today, which was a world religions webquest. I taught it to the first, second, and fourth period classes. The lesson plan, webquest link, and impact on learning reflection are attached below. ||
 * Total: ||= 61.25 ||  ||

B. Work with a group of students
I worked with two of the seventh graders from the first period Geography class. One was a female and the other male. I took them to the school library and helped them with their reading comprehension abilities.
 * 1. Describe the group of students you worked with.**

The students' task was clearly defined. They were to take turns reading sections and together attempt to figure out the main points or most important information contained in that section.
 * 2. Did students have clearly defined role/or tasks?**

I served primarily as a facilitator; I was just keeping them on task and posing questions to them to determine reading comprehension. I would also give them suggestions on how to ascertain the main points of the sections.
 * 3. Describe your interaction with this group of students.**

My interaction affected student learning in the fact that these students were struggling to sort through the information given in a particular section and determine what was the most important. I hope my suggestions helped them with their reading comprehension.
 * 4. How did your interaction affect student learning?**

My assessment of my impact on student learning was done solely through my interaction with them and questioning them to seeing if they could figure out the main point of each paragraph. I gave them suggestions on how to do this and saw them employing these suggestions as we progressed through the chapter.
 * 5. How did you assess your impact on the student’s learning?**

C. Work with students individually
I worked with a male student from the second period Geography class on a Monday who had been absent the previous Friday, a day that I had been present. I took him to the school library and helped him with the temperature / precipitation graphing project so that he would be able to take a quiz along with his other classmates and ensure that he was current in the class at the end of the period.
 * 1. Describe the individual you worked with.**

The student's task was clearly defined. He was to graph temperature and precipitation for three different cities. Using the information, he was to be able to tell which graph belonged to which city.
 * 2. Did the student have clearly defined role and/or task?**

My interaction with this student was minimal as the activity required him to work alone. I did get him started and had to answer a clarification question. After he graphed, I explained to him how he could determine which graph belonged to which city based on the temperature / precipitation graphs and the locations of the individual cities.
 * 3. Describe your interaction with the student.**

My interaction affected the student learning as he was able to complete the assignment after clarification on my part. He was also able to correctly identify which city belonged to which graph after I explained to him how to do this.
 * 4. How did your interaction affect the student’s learning?**

My assessment on student learning was done through observation. After I would explain something to him, I watched him as he completed the graph and saw that he was doing it correctly. After explaining how to identify which graph goes to which city, he was able to correctly accomplish this.
 * 5. How did you assess your impact on the student’s learning?**

D. Participate in redesign of a lesson with technology
[|ISTE_Standards_Reflection.docx] [|World Religions WebQuest]

E. Classroom teaching two lessons with lesson plans and documented impact on student learning

 * Lesson #1 - Chapter 3: Earth's Human Geography, Section 4: Political Systems**
 * [|Lesson_1.docx]
 * [|Lesson_1_Guided_Notes.docx]
 * [|Lesson_1.pptx]
 * [|Lesson_1_Assessment_Activity.pptx]
 * [|Lesson_1_Impact_On_Learning.docx]


 * Lesson #2 - World Religions WebQuest**
 * [|Lesson_2.docx]
 * [|World Religions WebQuest]
 * [|Lesson_2_Impact_On_Learning.docx]

F. Design an assessment tool for evaluation of one of the lessons taught
[|Lesson_1_Assessment_Activity.pptx] List of objectives being assessed:
 * Lesson #1 - Chapter 3: Earth's Human Geography, Section 4: Political Systems**
 * 1) Students will understand the international definition of a state.
 * 2) Students will understand and be able to identify the various types of states.
 * 3) Students will understand and be able to identify the various types of government.
 * 4) Students will be exposed to the reasons for international agreements and organizations.

The students were able to answer most questions correctly. A few had problems because of slight differences in definitions and hopefully the assessment made it clear how these terms were different so that they are able to differentiate them in the future. The last two questions had the students applying the material to their world with the last question having no correct answer and designed to get the students thinking. I consider this assessment activity to be successful.

G. Share two duties with field-based supervisor
The two duties that I shared were once in the morning and another time during the lunch period. Both took place in the cafeteria and involved watching the students to make sure that they weren't getting too out of line.
 * 1. What were the two duties you shared with your field-base supervisor?**

I learned that duty is a lot easier with an extra pair of eyes. The students are less likely to act up or think that they can get away with anything with an extra pair of eyes monitoring them. The camaraderie also helps the time pass a little faster.
 * 2. What did you learn about collaborating with another colleague?**

H. Attend an extra-curricular activity with students
I attended the seventh grade girls basketball game on November 24, 2009. It was a home game against Dakota Valley; I was only able to stay for about an hour since I got out of work to attend (beings it was Thanksgiving week, a lot of college students had already skipped out on the day). I recognized some of the students from the three classes that I observe; it was interesting to see them outside of the classroom environment. Seeing them work hard as a member of a team with such dedication was what stuck out to me the most. It seems that many students in the classroom put forth minimal efforts and, when they team up with their friends, are usually distracted during group work. Seeing the students in their own element is what probably had the most impact on me. It is interesting to think about how to get some of these students put that much effort and dedication into their schoolwork. I guess the question is how do we make the classroom environment as much fun or as much of a challenge as extra-curricular activities in order to get the students to put this much effort and dedication into it.
 * 1. What did you learn from your extracurricular activity(ies) with students?**
 * 2. Describe what had the most impact on you from this outside-the-classroom requirement.**

I. Attend a school board meeting
I attending the meeting of the Vermillion School Board on November 9, 2009.
 * 1. What date and school board meeting did you attend?**

The main thing that I picked up from this particular meeting about the policy and procedure of middle/secondary schools is that it seems to always be in a state of flux. The state legislature had made changes to educational policy that required the schools to reevaluate how they were doing things which forced them to go to the school board in order to get their recommendations approved. The comment was literally made by the principal of the high school that they had just made changes to a program that was supposed to be fully implemented by this school year with a program that is now to be fully implemented by 2013 and he wondered if this program would be scrapped and replaced by the time 2013 comes around. I was also surprised how the school board needed to approve even the most minor of changes to school policies, such as replacing the incorrect word "statue" with the correct word "statute" or correcting the spelling of the word "research." I was also surprised that the school board had to approve early graduation requests; I just assumed that once the student completes the credits, they were good to go.
 * 2. What did you learn about the policy and procedures of middle/secondary schools?**

J. Reflective interview of field-based supervisor around teaching standards
[|Standards_Interview.docx] It is my impression that she feels that the standards are important to instruction and serve as a great guide as to what should be included in lesson plans and what material should be included in instruction throughout the school year. Standards have a huge impact on instruction as they guide it. Standards dictate what material should be taught and emphasized throughout the year. My field-based supervisor creates a curriculum map prior to every school year in which she loosely plans what material will be covered throughout the year and which standards the material fulfills. This way ensures that all standards are being hit and that the standards truly are guiding instruction. I plan to utilize a curriculum map in the same fashion when I finally get a classroom of my own.
 * 1. What is your impression of your field-based supervisor’s attitude toward teaching standards?**
 * 2. What is your impression of the impact of standards on instruction?**
 * 3. How do you intend to incorporate standards into your teaching?**

Items that I have included that might be helpful for accomplishing the requirements of the internship
1. Make a seating chart. 2. Take attendance. 3. Run errands for the classroom teacher. 4. Help with classroom housekeeping. 5. Organize materials needed for a lesson. 6. Make copies of materials needed for the lesson. 7. Help pass out materials to the students. 8. Arrange a bulletin board. 9. Check out books from the library to be used by students in the classroom. 10. Check out media to be used in a lesson. 11. Make a chart or graph. 12. Make a transparency or stencil. 13. Run a film, filmstrip, videotape, etc. 14. Get supplementary materials needed for a lesson (e.g., magazine illustrations, pamphlets, maps, etc.). 15. Develop a bibliography for an upcoming unit. 16. Correct papers. 17. Set up or help set up a lab. 18. Write news/assignments on the chalkboard. 19. Set up a learning center. 20. Set up an experiment or a demonstration. 21. Obtain a speaker to come to class, or help organize a class field trip. 22. Help gather materials for a class party. 23. Help make costumes for a class play. 24. Send out a class newsletter to parents. 25. Help individual students with seatwork. 26. Assist a small group. 27. Assist students with library research. 28. Monitor a test. 29. Hand out and collect materials. 30. Listen to an individual student read or recite a lesson. 31. Give a test or a quiz. 32. Read aloud or tell a story. 33. Help students in a learning center. 34. Accompany students to school office, bus, playground, after-school programs. 35. Help monitor the hallway, lunchroom, or playground.
 * Suggested Routines for Participating in the classroom**

1. What did the students learn from your lesson? How do you know they learned from your lesson? (Attach assessment tools from the lesson.) 2. What did you think about or consider when planning the lesson? (Be specific.) 3. What do you think was the most effective part of the lesson? Why? 4. How closely did you follow your lesson plan? If you deviated from the lesson plan, what decisions did you make during the lesson and why? 5. Were the activities/materials/visuals/aids appropriate? Why? Why not? 6. What part or parts of your plan would you consider changing before teaching this lesson again? 7. What do you see as your teaching strengths? 8. Identify a goal you would like to have your field-based supervisor assist you in achieving.
 * Analysis of Instructional Planning and Impact on Learning**

1. Before the Interview a. Establish the purpose for the interview. b. Request an appointment (time and place), giving sufficient time for the interview. c. Plan specific questions related to the purpose of the interview. d. Prioritize questions, asking the most important first. 2. During the Interview a. Be on time for the interview. b. Start the interview by restating the purpose of the interview. c. Take careful, objective notes-- try to list direct quotes as often as possible. d. Avoid inserting your own impressions or judgments. e. Limit the interview to no more than 15-30 minutes. 3. After the Interview a. Review with the respondent what has been said or heard. b. Express your appreciation for the interview. c. Offer to share the interview report with the interviewee.
 * Checklist of Interview Techniques for Teaching Standards**


 * School of Education Standards for Initial Preparation of Teachers**
 * 1. Understands Content:** The teacher understands the central concepts, tools of inquiry, and the structures of his/her discipline. The teacher demonstrates the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn meaningful subject matter.
 * 2. Understands Development:** The teacher understands how children learn and develop and can provide opportunities leading to active learning that support their intellectual, social, personal, and physical development.
 * 3. Understands Difference:** The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
 * 4. Designs Instructional Strategies:** The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills while incorporating state and national standards.
 * 5. Manages and Motivates:** The teacher uses an understanding of individual and group motivation and behavior to establish a safe, orderly, and equitable learning environment that fosters positive social interaction, active engagement in learning and self-motivation.
 * 6. Communicates:** The teacher uses knowledge of effective verbal ,nonverbal, and media communication techniques with students and their constituents within and beyond the classroom. The teacher fosters active inquiry and engagement in lifelong learning to prepare students for workforce readiness.
 * 7. Plans for Instruction:** The teacher plans instruction based upon knowledge of students, subject matter, technology, curriculum goals, and the community.
 * 8. Evaluates:** The teacher understands, creates, selects, and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
 * 9. Reflects on Practice:** The teacher is a reflective practitioner who continually evaluates the effects of his/her instructional choices and action on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
 * 10. Participates in the Professional Community and Seeks Professional Growth:** The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being, reflects on their professional behaviors, and actively seeks opportunities for professional growth and development.
 * 11. Integrates Technology to Enhance Learning:** The teacher uses current technologies, software, and telecommunications networks to plan, design, deliver, and evaluate learning experiences to enhance learning. The teacher employs the ethical use of technology and uses it to further his/her professional productivity.
 * 12. Understands Evolution of Public Education and Its Legal and Ethical Responsibilities:** The teacher understands the foundations of public education, technological and societal changes in the schools, and upholds the legal and ethical responsibilities of the teaching profession.

How your wikispace will be graded
Name: _ Completing the Internship Application Form (3 points) _ Writing goals for internship (3 points) _ Post-experience reflection on goals (5 points) _ Log of: A. 45 hours of field-based classroom participation (10 points) _ Reflection on: B. Work with groups of students (5 points) _ Reflection on: C. Work with students individually (5 points) _ Artifacts for: D. Participate in redesign of lesson with technology (10 points) _ Artifacts for: E. Classroom teaching two lessons with lesson plans and documented impact on learning (40 points) _ Artifacts for: F. Design an assessment tool for evaluation of one of the lessons taught (10 points) _ Reflection on: G. Share two duties with field-based supervisor (2 points) _ Reflection on: H. Attend an extra-curricular activity with students (2 points) _ Reflection on: I. Attend a school board meeting (2 points) _ Transcript and Reflection on: J. Reflective interview of field-based supervisor around teaching standards (5 points) _ Documentation form for field experience (3 point) _ Maintaining wikispace (6 points) _ Performance on Knowledge and Skills from Evaluative Comments (21 points) _ Performance on Professional Dispositions (18 points) Total points possible: 150 points
 * Wikispace Grade – SEED 394 Grade**