Core Cognitions

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United States - Maryland - Derwood
Core Cognitions
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The perfect wrap-up to any group project. Students reflect on their own contributions to the project, provide you some insight into the group's dynamics, and offer their thoughts on the project itself. Includes enough evaluation sections for each
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4.0
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The perfect wrap-up to any group project. Students reflect on their own contributions to the project, provide you some insight into the group's dynamics, and offer their thoughts on the project itself. This is a Google Form version of my Group Work
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1 rating
4.0
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An easy-to-use guide for peer revision and/or peer editing. Includes questions for holistic peer review, as well as section-by-section commentary. Specialized for compare/contrast essays. Sections include *"First impressions" -- a holistic review
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A printable signup sheet for group work. Works for up to six groups, with a maximum of five students in each group. Each period/class gets their own sheet (designated by the "class" line at the top of the page). Either the teacher or the students
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Easy-Read Common Core Charts are labelled, organized, and tagged to help you quickly find what you need. No more wading through endless irrelevant standards! Start aligning your lesson plans faster than ever! Prints well in color OR grayscale. This
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Easy-Read Common Core Charts are labelled, organized, and tagged to help you quickly find what you need. No more wading through endless irrelevant standards! Start aligning your lesson plans faster than ever! Prints well in color OR grayscale. This
$3.00
not yet rated
Digital Download PDF (1.86 MB)
Easy-Read Common Core Charts are labelled, organized, and tagged to help you quickly find what you need. No more wading through endless irrelevant standards! Start aligning your lesson plans faster than ever! Prints well in color OR grayscale. This
$3.00
not yet rated
Digital Download PDF (1.86 MB)
Easy-Read Common Core Charts are labelled, organized, and tagged to help you quickly find what you need. No more wading through endless irrelevant standards! Start aligning your lesson plans faster than ever! Prints well in color OR grayscale. This
$3.00
not yet rated
Digital Download PDF (1.87 MB)
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TEACHING EXPERIENCE

My education program had me in classrooms starting from Day 1. Throughout most of my college field work and student teaching, I focused in high school environments. However, I have recently been working as a substitute and, as such, have gained experience working with all grades, particularly 4th through 8th grade. I have also served as a student researcher in a project investigating identity development in young adult literature, which has given me the opportunity to examine a wide range of YA literature relevant to students in today's classrooms.

MY TEACHING STYLE

My teaching is driven by 3 key beliefs: 1. Education should strive for holistic student growth. Academically capable students are unprepared for life after school. By teaching them to become active, informed citizens, we give children the tools they need to reach the highest levels of success. 2. Instruction should be skills-focused and mastery-driven. The optimal student experience includes multiple methods for learning a concept, and different way to demonstrate their understanding for assessment. This allows each student to engage with instruction the most meaningful, valuable way for him/her, and show the full capacity of their knowledge. 3. Student input is essential for engagement. When children feel that their voices are heard and their interests accounted for, classroom content is suddenly relevant and meaningful. By surveying students and addressing their concerns and interests, teachers can encourage students' intrinsic motivation.

HONORS/AWARDS/SHINING TEACHER MOMENT

Graeff English Prize -- top graduating senior in the English department English Departmental Honors -- earned by completing semester-long extensive honors thesis.

MY OWN EDUCATIONAL HISTORY

I attended several different types of schools throughout my own education (Public, Private, Montessori, Catholic, etc.), which has given me a uniquely nuanced and informed perspective on instructional strategies. I graduated from Gettysburg College in Gettysburg, PA with Bachelor's of Arts in English and Psychology. I also completed the Secondary Teacher Certification Program, and have obtained my certification to teach secondary English.

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