Field Experience ReportCrystal GillespieEDUC 530Liberty University Field Experience ReportThe field experience report identifies some of the strategieslearned, some observations that were made, and also includes research-basedinformation studied in this course. In this report, the research-based informationis used to explain about the observed lessons, and some of the perspectives. Ifeel that this field experience innovative, highly informational, and it taughtmany strategies. Over the past six weeks observing and teaching in this fifthgrade class were motivational and educational, therefore, I was able to reflect on my teaching strategieswithin my own classroom. Reflectionand Analyzation As my observations began I was greeted with smiles, enthusiasm, andopen arms. My very first observation consisted of the remediation ofmeasurement. The remediation consisted of the relationship between area andperimeter.

According to the text, “area and perimeter are a source of confusionfor students, possibly because both area and perimeter involve regions to bemeasured “(Van De Walle, Karp & Bay-Williams, 2016). My observations determinedthe same conclusion as what is stated in the text. Teaching two formulas forconcepts may definitely confuse students. I personally observed this to betrue. For those students who neededadaptations and modifications, the cooperative teacher provided them byremediating the concepts and the formula’s on different days, or after thestudents grasped the formula.

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.Another part of the observation during this lesson included thestudents making sense of the problem and being able to come up with a solution.Students who had difficulty were provided laminated grid paper and markers todraw the shapes to coincide with the formulas. In regard to my lesson and protractors, I observed the students asthey displayed a small level offrustration on how to properly use theprotractor. Some of the students became very confused because the protractorruns clockwise and counterclockwise along the edge, making the scale hard tointerpret based on the lack of conceptual knowledge, as also stated in the text(Van De Walle, Karp & Bay-Williams, 2016). As extra assistance was requiredfor some, adaptations were made. A large protractor was placed on thePromethean board, and the students could actually measure the angles whilemoving the protractor. After immediate feedback and instruction, the studentswere able to grasp the concept and move on to measuring the angles effectively.

Each time I entered the room, I made observations. During thisobservation I saw many different reactions from the student. During my observationI was able to listen and communicate with students who were having difficulty,and students who were not being challenged. Collecting data within the classroom is imperative,and highly effective. While communicating with the students, you are able tocollect data on the student thoughts andresponses. According to the text, observation checklists can be used forlong-term and short-term objectives (Van De Walle, Karp & Bay-Williams,2016). These checklists ccan be useful for teaching and learning purposes forboth the student and teacher .Evaluating and adapting tasks is imperative in the classroom.

Datacollection and observations is a useful tool in determining the need foradaptation. As a teacher, I always ask myself was the task too hard for thestudent, or may it have been too easy? Analyzing and evaluating material in theclassroom is important. While observing the class, I worked alongside thecooperative teacher and came to the conclusion that adaptations should be madeon a few assessments. Due to the concept being assessed was geometry, the useof hands-on tools as a form of assessment was necessary. The adaptations weremade to the formative assessments and indicated a 30 percent increase ofknowledge gained through the use of tools. I was able to incorporate higherlevels of thinking into my lessons through the assessments.

These adaptationswere made in conjunction with the teacher because I felt that the students hadthe skills to think outside of the box. ReferenceVan de Walle, J. A.

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

EDUC 530 Field Experience Log/Analysis Submit Field Log through Blackboard. If you do not have previous teaching experience, these hours may beincluded in the 30-hour field experience required for Gate2. These experiencesshould also be recorded on the Cumulative Field Log and Field Experience Matrixspecific to your program, required for Gates 3 and 4. Teacher candidate: Crystal Gillespie Course: EDUC 530 Semester/Year: Spring 2017 School: Cascade Elementary School City/State: Atlanta, Georgia Teacher: Ms. Shawntel Macon Grade/Subject: 5, Math Teacher candidate duties: observe, create and teach two lessons, manage classroom activities and instruction. Describe diversity in classroom.

Diverse backgrounds (gender, SES, ethnicity, race, language): ESL, ELL Special needs (ED, LD, MR, gifted, other): gifted Date Arrive Depart Hrs/Min 11/8/17 11:00am 1:00pm 2 hours 11/9/17 11:00am 1:00pm 2 hours 11/15/17 11:00am 1:00pm 2 hours 11/16/17 11:00am 1:00pm 2 hours 11/29/217 11:00am 1:00pm 2 hours Total time: 10 hours FieldLog 11/8/2017 My first day observing this classroom was spent silentlyobserving and taking notes on how the cooperative teacher remediated patterns,functions, and measurements. The teacher utilized the Promethean board andgames in which the students worked in pairs to match the correct answers. Theeducational games were retrieved from Math Playground a website forinstructional material. During this time, students were put into rotations.Some students worked on their math review, while others worked on Math , whileothers worked with the teacher on the Smartboard. I observed the studentsworking well together, the teacher fully engaged in teaching her students, andcompletely able to manage the classroom. 11/9/2017 During the nextday of observation, I was able toactually work in small groups withstudents. The teacher provided instructional processes to introduce, whichincluded the reintroduction of geometry.

As a group, I introduced the shapesand definitions that were first taught to the students in the fourth grade.This class has a high level of gifted students, and many automatically recalledthe concepts of geometry. We worked on TenMarks together, and discussed theconcepts of geometry. I also graded homework and Tuesday’s daily math review(90% of the class passed with a score of 85% or higher).

I was responsible forteaching the students about two-dimensional figures, and the subcategories. Allrectangles have four right angles and squares are rectangles, therefore allsquares have four right angles. As a group, I utilized the technique of ahands-on activity of sorting plastic shapes into categories. I observed all ofthe students engaged in the activity. 11/15/2017 This weekconsisted of my IPPR and lesson. I interacted more with the students and gaineda respectful rapport. The standard was SOL 5.11 “The student will measureright, acute, obtuse, and straight angles.

” I introduced the protractor and howto use it. As a whole group, the classroom worked on an activity “Angles areEvery Where.” Instructional processes included modeling how a protractor isused, defining geometrical vocabulary words, and provided direct instruction onmeasuring angles. Techniques included guided practice, independent practice,and assessments.

While observing the students, I was able to identify some whowere struggling with angles, and was able to immediately provide additionalinstruction and positive feedback to motivate the student, which is aneffective strategy. During the instruction, additional strategies foreducational purposes included the ability to incorporate technology as aresource and enhancing tool for the students. My observations was that it washighly effective. 11/16/2017 This week consistedof my second IPPR and lesson. The students were very welcoming and immediatelyready to engage in learning. I had several hands-on activities planned, as wellas technology based instruction. I utilized techniques to bring the studentstogether to work in pairs, as well as cooperative learning.

I observed thestudents learning from each other in order to come up with the correctsolutions to the problems. Small group activity worked well on the computers,as technological games assisted in the instructional process of using planefigures (square, rectangle, triangle, parallelogram, rhombus, and trapezoid).During the pre-assessment, I observed prior knowledge and therefore, knew whichstrategies to use with certain students. Some required more one on one instruction,especially the ESL and ELL students. TenMarks was used as assistive technologyfor the instructional process with those students. I observed the studentshighly engaged in the Tangram activity, which was hands-on. Students seem toenjoy hands-on activities over paper/pencil learning materials. 11/29/2017 These two dateswere my last days with this class.

I truly enjoyed teaching, learning, andobserving all aspects of this class. As a special education teacher, I was ableto learn a lot about the general education curriculum without differentiationand specially designed instruction. The cooperative teacher was effective inobserving my strategies and closures. The first lesson, she stated a moreeffective closure was required. During the last two days in this class, I observed theteacher preparing the class for the SOL’s that are coming up. I was able toteach the students a lesson that I learned the week before at a professionaldevelopment course. I worked with students on the computer on TestNav. Weworked on learning the tools to take the math SOL’s.

General education teachersdo not focus on the tools as much as special education teachers do. It was niceto assist the cooperative teacher in this manner. I feel that the students are moreprepared now to take the math portion of the SOL test, as they are aware of thetools in the test which are readily available to them. Student Examples Field Experience ReportCrystal GillespieEDUC 530Liberty University Field Experience ReportThe field experience report identifies some of the strategieslearned, some observations that were made, and also includes research-basedinformation studied in this course.

In this report, the research-based informationis used to explain about the observed lessons, and some of the perspectives. Ifeel that this field experience innovative, highly informational, and it taughtmany strategies. Over the past six weeks observing and teaching in this fifthgrade class were motivational and educational, therefore, I was able to reflect on my teaching strategieswithin my own classroom. Reflectionand Analyzation As my observations began I was greeted with smiles, enthusiasm, andopen arms. My very first observation consisted of the remediation ofmeasurement. The remediation consisted of the relationship between area andperimeter. According to the text, “area and perimeter are a source of confusionfor students, possibly because both area and perimeter involve regions to bemeasured “(Van De Walle, Karp & Bay-Williams, 2016). My observations determinedthe same conclusion as what is stated in the text.

Teaching two formulas forconcepts may definitely confuse students. I personally observed this to betrue. For those students who neededadaptations and modifications, the cooperative teacher provided them byremediating the concepts and the formula’s on different days, or after thestudents grasped the formula..Another part of the observation during this lesson included thestudents making sense of the problem and being able to come up with a solution.Students who had difficulty were provided laminated grid paper and markers todraw the shapes to coincide with the formulas. In regard to my lesson and protractors, I observed the students asthey displayed a small level offrustration on how to properly use theprotractor.

Some of the students became very confused because the protractorruns clockwise and counterclockwise along the edge, making the scale hard tointerpret based on the lack of conceptual knowledge, as also stated in the text(Van De Walle, Karp & Bay-Williams, 2016). As extra assistance was requiredfor some, adaptations were made. A large protractor was placed on thePromethean board, and the students could actually measure the angles whilemoving the protractor. After immediate feedback and instruction, the studentswere able to grasp the concept and move on to measuring the angles effectively.

Each time I entered the room, I made observations. During thisobservation I saw many different reactions from the student. During my observationI was able to listen and communicate with students who were having difficulty,and students who were not being challenged. Collecting data within the classroom is imperative,and highly effective. While communicating with the students, you are able tocollect data on the student thoughts andresponses. According to the text, observation checklists can be used forlong-term and short-term objectives (Van De Walle, Karp & Bay-Williams,2016). These checklists ccan be useful for teaching and learning purposes forboth the student and teacher .

Evaluating and adapting tasks is imperative in the classroom. Datacollection and observations is a useful tool in determining the need foradaptation. As a teacher, I always ask myself was the task too hard for thestudent, or may it have been too easy? Analyzing and evaluating material in theclassroom is important. While observing the class, I worked alongside thecooperative teacher and came to the conclusion that adaptations should be madeon a few assessments. Due to the concept being assessed was geometry, the useof hands-on tools as a form of assessment was necessary. The adaptations weremade to the formative assessments and indicated a 30 percent increase ofknowledge gained through the use of tools. I was able to incorporate higherlevels of thinking into my lessons through the assessments. These adaptationswere made in conjunction with the teacher because I felt that the students hadthe skills to think outside of the box.

ReferenceVan de Walle, J. A.,Karp, K.

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

Upper SaddleRiver, NJ: Pearson. EDUC 530 Field Experience Log/Analysis Submit Field Log through Blackboard. If you do not have previous teaching experience, these hours may beincluded in the 30-hour field experience required for Gate2. These experiencesshould also be recorded on the Cumulative Field Log and Field Experience Matrixspecific to your program, required for Gates 3 and 4. Teacher candidate: Crystal Gillespie Course: EDUC 530 Semester/Year: Spring 2017 School: Cascade Elementary School City/State: Atlanta, Georgia Teacher: Ms. Shawntel Macon Grade/Subject: 5, Math Teacher candidate duties: observe, create and teach two lessons, manage classroom activities and instruction. Describe diversity in classroom. Diverse backgrounds (gender, SES, ethnicity, race, language): ESL, ELL Special needs (ED, LD, MR, gifted, other): gifted Date Arrive Depart Hrs/Min 11/8/17 11:00am 1:00pm 2 hours 11/9/17 11:00am 1:00pm 2 hours 11/15/17 11:00am 1:00pm 2 hours 11/16/17 11:00am 1:00pm 2 hours 11/29/217 11:00am 1:00pm 2 hours Total time: 10 hours FieldLog 11/8/2017 My first day observing this classroom was spent silentlyobserving and taking notes on how the cooperative teacher remediated patterns,functions, and measurements.

The teacher utilized the Promethean board andgames in which the students worked in pairs to match the correct answers. Theeducational games were retrieved from Math Playground a website forinstructional material. During this time, students were put into rotations.Some students worked on their math review, while others worked on Math , whileothers worked with the teacher on the Smartboard. I observed the studentsworking well together, the teacher fully engaged in teaching her students, andcompletely able to manage the classroom. 11/9/2017 During the nextday of observation, I was able toactually work in small groups withstudents. The teacher provided instructional processes to introduce, whichincluded the reintroduction of geometry.

As a group, I introduced the shapesand definitions that were first taught to the students in the fourth grade.This class has a high level of gifted students, and many automatically recalledthe concepts of geometry. We worked on TenMarks together, and discussed theconcepts of geometry. I also graded homework and Tuesday’s daily math review(90% of the class passed with a score of 85% or higher). I was responsible forteaching the students about two-dimensional figures, and the subcategories. Allrectangles have four right angles and squares are rectangles, therefore allsquares have four right angles. As a group, I utilized the technique of ahands-on activity of sorting plastic shapes into categories. I observed all ofthe students engaged in the activity.

11/15/2017 This weekconsisted of my IPPR and lesson. I interacted more with the students and gaineda respectful rapport. The standard was SOL 5.11 “The student will measureright, acute, obtuse, and straight angles.” I introduced the protractor and howto use it. As a whole group, the classroom worked on an activity “Angles areEvery Where.” Instructional processes included modeling how a protractor isused, defining geometrical vocabulary words, and provided direct instruction onmeasuring angles. Techniques included guided practice, independent practice,and assessments.

While observing the students, I was able to identify some whowere struggling with angles, and was able to immediately provide additionalinstruction and positive feedback to motivate the student, which is aneffective strategy. During the instruction, additional strategies foreducational purposes included the ability to incorporate technology as aresource and enhancing tool for the students. My observations was that it washighly effective.

11/16/2017 This week consistedof my second IPPR and lesson. The students were very welcoming and immediatelyready to engage in learning. I had several hands-on activities planned, as wellas technology based instruction. I utilized techniques to bring the studentstogether to work in pairs, as well as cooperative learning. I observed thestudents learning from each other in order to come up with the correctsolutions to the problems. Small group activity worked well on the computers,as technological games assisted in the instructional process of using planefigures (square, rectangle, triangle, parallelogram, rhombus, and trapezoid).During the pre-assessment, I observed prior knowledge and therefore, knew whichstrategies to use with certain students.

Some required more one on one instruction,especially the ESL and ELL students. TenMarks was used as assistive technologyfor the instructional process with those students. I observed the studentshighly engaged in the Tangram activity, which was hands-on. Students seem toenjoy hands-on activities over paper/pencil learning materials. 11/29/2017 These two dateswere my last days with this class. I truly enjoyed teaching, learning, andobserving all aspects of this class. As a special education teacher, I was ableto learn a lot about the general education curriculum without differentiationand specially designed instruction.

The cooperative teacher was effective inobserving my strategies and closures. The first lesson, she stated a moreeffective closure was required. During the last two days in this class, I observed theteacher preparing the class for the SOL’s that are coming up.

I was able toteach the students a lesson that I learned the week before at a professionaldevelopment course. I worked with students on the computer on TestNav. Weworked on learning the tools to take the math SOL’s. General education teachersdo not focus on the tools as much as special education teachers do.

It was niceto assist the cooperative teacher in this manner. I feel that the students are moreprepared now to take the math portion of the SOL test, as they are aware of thetools in the test which are readily available to them. Student Examples