Pre-Student Teaching Projects
At the University of Michigan, I was given many great opportunities and experiences while working towards my teaching certificate. The University of Michigan's School of Education has been revolutionary in its teacher education program and has developed a "rounds system" that is designed to give teacher candidates a variety of teaching experiences. During my pre-student teaching, I was able to observe five very different classrooms, including a struggling urban school in Detroit, a middle school, an affluent suburban school, and a private school. For each placement, I studied and analyzed a different aspect of teaching.
TEXT STUDY
This placement took place at Novi High School, an affluent suburban school in metro Detroit. I observed a tenth-grade Civics and Economics class, and while there, I studied and analyzed the use of texts in the classroom. First, I analyzed the textbook, focusing on its strengths and limitations, as well as how the students respond and understand the material presented in it. Then, I examined other texts used in the classroom, from primary and secondary sources to non-traditional texts like videos and pictures. During this placement, I learned the importance of using a variety of texts and resources in the classroom, as well as how to properly scaffold the texts to help increase student comprehension.
To view my reflection of the project, click here.
This placement took place at Novi High School, an affluent suburban school in metro Detroit. I observed a tenth-grade Civics and Economics class, and while there, I studied and analyzed the use of texts in the classroom. First, I analyzed the textbook, focusing on its strengths and limitations, as well as how the students respond and understand the material presented in it. Then, I examined other texts used in the classroom, from primary and secondary sources to non-traditional texts like videos and pictures. During this placement, I learned the importance of using a variety of texts and resources in the classroom, as well as how to properly scaffold the texts to help increase student comprehension.
To view my reflection of the project, click here.
STUDENT STUDY
For four weeks, I observed a classroom at Western International High School in urban Detroit, a school distinctly marked by poverty and low standards. While at Western International, I worked closely with one student, observing her both in a classroom and a social setting. Through interviews, as well as by analyzing her school work and talking to her one-on-one, I studied how a student's background and home life can influence her success and achievement at school. This placement gave me insight on the importance of getting to know your students and how to effectively meet the needs of all your students.
To view my reflection of the project, click here.
For four weeks, I observed a classroom at Western International High School in urban Detroit, a school distinctly marked by poverty and low standards. While at Western International, I worked closely with one student, observing her both in a classroom and a social setting. Through interviews, as well as by analyzing her school work and talking to her one-on-one, I studied how a student's background and home life can influence her success and achievement at school. This placement gave me insight on the importance of getting to know your students and how to effectively meet the needs of all your students.
To view my reflection of the project, click here.
LESSON PLANNING
For this placement, I returned to Novi High School, this time observing in a different classroom. Ironically, I was placed with a teacher that I had during high school; this teacher was my favorite teacher in high school and was the person who inspired me to study history in college. I remember how engaging and interesting her lesson plans were when I had her, so I felt very lucky to have the opportunity to return to her classroom as a pre-student teacher and observe how her lessons were so effective. During this placement, I learned how to create and execute lessons that will teach the material but also engage and interest students.
To view my reflection of the project, click here.
For this placement, I returned to Novi High School, this time observing in a different classroom. Ironically, I was placed with a teacher that I had during high school; this teacher was my favorite teacher in high school and was the person who inspired me to study history in college. I remember how engaging and interesting her lesson plans were when I had her, so I felt very lucky to have the opportunity to return to her classroom as a pre-student teacher and observe how her lessons were so effective. During this placement, I learned how to create and execute lessons that will teach the material but also engage and interest students.
To view my reflection of the project, click here.
PERFORMANCE AND FORMAL ASSESSMENTS
This placement took place at Belleville Middle School, giving me the opportunity to interact with middle school students. While at North Middle School, I planned, created, and executed a lesson that incorporated a performance assessment and a formal assessment. This placement taught me the value and importance of including different types of assessments in the classroom, thus allowing for different kinds of learning styles and test-taking abilities.
To view my reflection of the project, click here.
This placement took place at Belleville Middle School, giving me the opportunity to interact with middle school students. While at North Middle School, I planned, created, and executed a lesson that incorporated a performance assessment and a formal assessment. This placement taught me the value and importance of including different types of assessments in the classroom, thus allowing for different kinds of learning styles and test-taking abilities.
To view my reflection of the project, click here.
CONCEPT FORMATION LESSONS
My last placement as a pre-student teacher, this placement gave me the opportunity to observe in a private school, Greenhills School in Ann Arbor, MI. The students at Greenhills had distinctly higher standards and expectations of themselves and their school work, allowing me to delve into greater depth with the material. This placement focused on deductive reasoning skills through concept formation lessons. For this placement, I planned and taught a concept formation lesson on the concept "genocide", using the Armenian Genocide as an example. During this placement, I learned the importance of giving students the opportunity to explore and investigate the meaning of different concepts, and how such concept formation lessons further student understanding of the material.
To view my reflection of the project, click here.
My last placement as a pre-student teacher, this placement gave me the opportunity to observe in a private school, Greenhills School in Ann Arbor, MI. The students at Greenhills had distinctly higher standards and expectations of themselves and their school work, allowing me to delve into greater depth with the material. This placement focused on deductive reasoning skills through concept formation lessons. For this placement, I planned and taught a concept formation lesson on the concept "genocide", using the Armenian Genocide as an example. During this placement, I learned the importance of giving students the opportunity to explore and investigate the meaning of different concepts, and how such concept formation lessons further student understanding of the material.
To view my reflection of the project, click here.