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 * Cody Miller's Spring 2010 SEED 394 Internship Placement**
 * School: || Beresford Middle School ||
 * Field-based supervisor: || Rob Wilson ||
 * Content area: || Science ||
 * FBS e-mail address: || rob.wilson@k12.sd.us ||
 * FBS phone: || (605) 763-2139 ||
 * 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 informatin 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. ||
 * x || 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) Discover my own personal teaching style and learn about other teaching styles. (2) Learn different methods to teaching subjects in my content area. (3) Gain more confidence when talking in front of a classroom.

A. 45 hours of field-based classroom participation

 * **Date** || **Hours** || **Description of my activities/participation in the classroom....** ||
 * 2/18/2010 || 1 hr. || I meet with Mr. Wilson and discussed my presence in the classroom and the requirements for SEED 394. I also talked with him about my content area and his content area. The discussion eventually came to small talk, such as the changes that have occured at USD since he was a student there and the weather. ||
 * 2/26/2010 || 7 hrs || I arrived at Mr. Wilson's classroom during the last 10 minutes of his 8th grade Earth science class. The students were working on an assignment, so I took an empty seat in the back of the classroom. When the bell rang I talked to Mr. Wilson about where he wants me to sit and what I should be doing the next few classes. The next class that came in was 7th grade life science. Their assignment was to draw a type of algae, label the parts, and write whether it is plant or animal like, and know enough about it to talk about it in front of the classroom on the following Monday. During this period I walked around the classroom and helped answer questions about the assignment. The next class was another 7th grade life science and the same thing occured. Then Mr. Wilson took his classroom to lunch. Mr. Wilson then had a teacher's meeting in his room. Three other middle school teachers and Mr. Wilson discussed students that were having trouble learning or behavioral problems in their classes. The teachers also discussed solutions that have been implimented in those classrooms. The final two class periods were general 6th grade science. Mr. Wilson had the 6th graders draw the three types of plate boundaries and the landscape that could occur from each one of the boundaries. I circled the room and helped answer questions about the assignment and talked to the students. When the last class period was over I talked with Mr. Wilson about visiting his classroom next week. ||
 * 3-5-2010 || 7hrs || Mr. Wilson was away at a coach's conference, but i observed Mr. Wilson's substitute. When I arrived 8th grade Earth Science was just wrapping up their lesson. The next two periods were 7th grade life science. The students worked on two worksheets. I spent the time walking arond the room answering questions. After life science the students went to lunch. After lunch, I sat in on another teacher's study hall for two periods. For the most part I sat in the front of the room, however I did help a couple of students with their math homework. The next two periods were 6th grade science. The 6th graders worked on a worksheet about plate tectonics. I circled the classroom and helped answer questions that the students had. ||
 * 3-25-2010 || 7hrs || When I arrived to Mr. Wilson's classroom 8th grade Earth science was wrapping up. The next two periods were 7th grade life science. Mr. Wilson began by calling on individual students and asking them questions about their assigned reading. Mr. Wilson asked the question "Are ferns vascular or non vascular"? A student answered the question incorrectly. Mr. Wilson did not tell the student that it was incorrect. However, Mr. Wilson asked other students and the other students also answered incorrectly. Mr. Wilson then realized that it was a misconception throughout the majority of the class and took the time to explain why ferns are vascular plants. I thought that this was good teaching by Mr. Wilson. After 7th grade life science, Mr. Wilson took his class to lunch. After lunch Mr. Wilson had a teachers meeting in his classroom. All of the middle school teacher discussed whether or not a few students would qualify for special education. Because it was operation coyote, two elementary education majors from USD came to teach the class for the 6th grade science. The USD students had the class read two pages silently. Then they called on students indivdually and had them answer questions about the reading. I simply observed the two student teachers from operation coyote. The last period of the day was study hall. During study hall I helped a few students with their algebra one homework. ||
 * 4-9-2010 || 7 hrs || When I arrived at Mr. Wilson's classroom 8th grade Earth Science was just finishing. The next two periods were 7th grade life science. Once Earth Science ended, I began setting up the stations for my lesson plan that I taught. The seventh graders came into the room and got excited because they knew that they were going to be doing something different. I began the period by asking questions about their assigned reading over gymnosperms and angiosperms. I then explained the activity and handed out the worksheet. The students formed groups and worked on the activity. The students were required to go from station to station and look at pictures of different plants and determine if they were angiosperms or gymnosperms. The students were also required to answer various questions about that plant. The students had little questions about the assignment, which means that they understanded it or were uneasy about asking me for help. The next class, 6th grade science, Mr. Wilson taught. He was gone the previous day and the substitute started a new unit. Mr. Wilson simply asked questions to probe how well the students understood the substitutes lesson. ||
 * 4-12-2010 || 3 || I attended a school board meeting at the Bereferd school district. The school board discussed various topics such as money issues, tax issues, periods in a school day, graduation requirements, prom, coaching situations, and applications of new teachers. ||
 * 4-15-2010 || 7 hrs. || I arrived at Mr. Wilson's classroom during the begining of 7th grade life science. The students were in groups working on a worksheet. I walked around the room and helped a few students who had questions. Once the two periods of life science were over Mr. Wilson and I took the students to lunch. I assisted Mr. Wilson with his lunchroom duties. Once lunch was over Mr. Wilson and I sat in on the chorus recidal in the gym. At 1:00pm 6th grade science started. The sixth graders started learning about weather. Mr. Wilson had them complete a concept map. While the students were working on the concept map, I walked around the room and helped answer questions. ||
 * 4-16-2010 || 7 hrs || When I arrived at Mr. Wilson's classroom, the 8th graders were taking the Dakota Step Tests. I sat silently in the back of the classroom. The next two periods were 7th grade life science. I had planned an earthworm lab for the 7th graders. I had the 7th graders split into groups of 3 and get the lab materials from the front of the room. Once the 7th graders had their materials, I explained the lab to them. Once everything was set up I handed out the earthworms to each student. Once the students had the worms, I had to calm them down because they were starting to get too excited. Mr. Wilson presented a video on thunderstorms to the 6th graders. ||

Note: Some hours may be completed outside of your placement by the SEED 394 class as a whole.

B. Work with a group of students
1. Describe the group of students you worked with. Mr. Wilson has the students work in groups a lot, so I worked with many different groups. Usually the students were allowed to choose their own groups, however, if two students were notorious for talking and not working while together Mr. Wilson would ban them from working together. 2. Did students have clearly defined role/or tasks? Yes the students did have clearly defined tasks. Usually the students were required to complete a worksheet or do an experiment 3. Describe your interaction with this group of students. Most of the time I helped answer student questions. If a student was having trouble with a question, I would help them with it by giving clues about the answer or have them think about it in a different way. 4. How did your interaction affect student learning? My interactions with the students affected student learning because before the students did not understand a concept and after I gave them clues or had them think about it differently they understood the material.

C. Work with students individually
1. Describe the individual you worked with. I worked with a 7th grade girl. She was one of the higher achieving students in the class. 2. Did the student have clearly defined role and/or task? Yes the student was assigned to work on a worksheet. 3. Describe your interaction with the student. The student was having trouble understanding the difference between climate and weather. I told her to think of weather as the conditions outside now and to think of climate as the conditions of an area over a long period of time. 4. How did your interaction affect the student’s learning? The student had little understanding of climate and weather before my interaction. After my interaction, the student had a better understanding of the difference between weather and climate. 5. How did you assess your impact on the student’s learning? I asked the student if she understood the difference and she said yes. I also observed the student and she seemed to be working much mroe efficently

D. Participate in redesign of a lesson with technology
After looking at the [|ISTE standards], I realized that they can be incorporated into most any lesson plan, which utilizes technology. Technology is growing at an exponential rate. Students need to have the technology skills to keep up with the demanding job market.

Mr. Wilson had me pick out a video on thunderstorms for the class to watch. Mr. Wilson and I used smart board technology to run the video.

E. Classroom teaching two lessons with lesson plans and documented impact on student learning
**Lesson Plan 1** **impact on student learning**
 * Lesson #1**

Link to lesson plan #2 **Impact on Student Learning**
 * Lesson #2**

F. Design an assessment tool for evaluation of one of the lessons taught
__**Lists of Goals and Objectives for Lesson 1**__ G.1.1 To develop an appreciation for what defines an angiosperm and gymnosperm. G.1.2 To think critically about the damaging effects of pesticides on angiosperms. O.1.1 Students will understand the difference between angiosperms and gymnosperms. O.1.2 Students will know the categories that various angiosperms and gymnosperms fall into.



G. Share two duties with field-based supervisor
1. What were the two duties you shared with your field-base supervisor? I shared Mr. Wilson's hall duty and lunch duty. 2. What did you learn about collaborating with another colleague? I did not talk much with other teachers during these duties. Although communication was limited, I did learn that teaching is not the only thing that teachers must do. Teachers often times must play the role of a supervisor.

H. Attend an extra-curricular activity with students
1. What did you learn from your extracurricular activity(ies) with students? I learned that most students really enjoy these extracurricular activities. I attended a track meet and observed the students from the bleachers. Many of the students did not really care how they placed in the events, however they did seem to enjoy simply competing in the event and being around their friends. 2. Describe what had the most impact on you from this outside-the-classroom requirement. Parents cared more about how their kids did in the race than the kids did. Most kids were in track simply to have fun and be with their friends. However, parents sometimes scolded their children or talked to other people about the performance of their children. Parents often demand better performance than the child can deliver. This showed me first hand just how demanding parents can be.

I. Attend a school board meeting
1. What date and school board meeting did you attend? 4-12-2010 2. What did you learn about the policy and procedures of middle/secondary schools? Much of what the school can do is based on the amount of money they have. The school board discussed enrollment rates, money per student received, spending of stimulus money, possibilities of switching the school day to eight periods instead of seven, and increasing the graduation requirements from 22 credits to 23 credits. The president of the school board would present each topic and two different people would have to second the idea. Then the president would open the floor up for discussion and anyone who felt strongly about that issue would speak. Once everyone was finished speaking the president would call for a vote for or against the issue.

J. Reflective interview of field-based supervisor around teaching standards
Type your interview questions and the field-based supervisor's responses.

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?

Review of my goals for the internship:
Write three goals for your internship experience. (1) Discover my own personal teaching style and learn about other teaching styles. Although my time spent in front of the classroom was limited, I did discover what teaching styles work for me. Being in front of the classroom allowed me to decide which ways will work for me in my future student teaching. (2) Learn different methods to teaching subjects in my content area. There are many different avenues for teaching science. The two main methods of teaching science are through laboratory experiments and through some sort of direct lecture. The two methods are effective, but should be used according to what the teacher believes will be most effective. (3) Gain more confidence when talking in front of a classroom. I have always be able to talk in front of a group of people, however, teaching a subject is entirely different. Teaching a subject to another person takes more confidence than just talking. Although my time in front of the classroom was limited, I did learn valuable skills to speak with more confidence.

= = =Items that I have included that might be helpful for accomplishing the requirements of the internship=
 * Suggested Routines for Participating in the classroom**

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.

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**


 * Checklist of Interview Techniques for Teaching Standards**

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.


 * 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.

1 **1. 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.