Teaching Experiences
Practicum II (Fall 2020):
*Simle Middle School (Mrs. Janine Roaldson) *6th Grade Mathematics *45 hour minimum (62.5 hours total) *Under the hybrid model, I learned how to better adapt lessons to improve student learning after teaching them four days in a row. *I integrated technology into my teaching to engage students attending virtually and promote collaboration between students attending in-person and students attending virtually. *I connected with students from various cultural backgrounds and learning abilities. *Links to evaluations pending
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Data-based Lesson Day 1 - Understanding Exponents and Evaluating Expressions.pdf | |
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Data-based Lesson Day 2 (With Technology Integration) - Evaluating Expressions Review.pdf | |
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Practicum I (Fall 2019):
*Bismarck High School (Mrs. Tara Brenden) *Geometry, Calculus AB, Calculus BC *45 hours *I formed stronger connections with students from different cultural backgrounds and low-SES backgrounds because I became educated about their individual backgrounds. *Teaching such a culturally diverse group of students has helped me reflect on how to reach each student based on their cultural, economic, or learning background. *I facilitated group collaboration through an engaging review activity. |
Derivatives Review Lesson Plan.pdf | |
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Derivatives Review Problems.pdf | |
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Practicum I Evaluation.pdf | |
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Practicum I Critical Dispositions Evaluation.pdf | |
File Size: | 173 kb |
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Diversity Practicum (Spring 2020):
*30 hours *Through my diversity practicum experience, I had the opportunity to attend the University of Mary's annual Midwinter Pow-wow. I learned more from that single event about the Native American culture than I had my entire life leading up to that point. Knowledge about other prominent cultures in the area can help me connect better with students and better understand what motivates them to succeed. *My practicum experience also included a tutorial lab I led through the tutoring center on campus for students who were struggling in Intermediate Algebra (MAT 102). Even though there were only four students, it was a very diverse group culturally, and my knowledge from my diversity class provided me the skills to connect with each student. *Below is the lesson plan I helped create with my group from Cultural Diversity (EDU 367) that we planned to teach at the Bismarck Heritage Center but were unable to due to COVID.
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ASD 097: Fundamental Concepts of Algebra (Fall 2020)
*Univeristy of Mary *4 credit hours *Fall semester of 2020, I was asked to teach a college course for freshmen. The course is a remedial math course designed to help prepare the students for college-level math. *I developed strong relationships with the students in the first week of class which helped me keep them engaged and better motivated for the duration of the semester. *Class was provided in a hybrid format which allowed me to explore the best strategies to take online notes and keep students engaged whether they attend in-person or virtually.
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Service Experiences
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Lincoln Elementary Pen Pal Project (Spring 2020):
In the spring of junior year, we started the pen pal project with Lincoln Elementary fifth-graders through ELA. It was an amazing experience to get to know the fifth graders through writing letters and to help motivate them to pursue their dreams and think about the possibility of attending college. Northern Sun Intercollegiate Conference Reading with Elementary Students (Spring 2018, 2019, 2020):
Each year before our conference swim meet, the NSIC sets up community service opportunities for all the swim teams. We get to spend a few hours reading and completing activities with elementary students in the community in which the championship meet is held. Such little effort on my part can mean the world to them, which helps me reflect on how I can best impact students. University of Mary Day of Service (Fall 2018, Fall 2019):
For the last two years, I have had the amazing opportunity to spend my day of service leading fifth graders from Roosevelt Elementary in Mandan through fun math activities. Our main goals for the day were to get the students excited about math and to answer any questions they had about college. By spending 10 minutes each with five groups of fifth graders, I was able to counteract the negativity in hopes that they will nurture a growth mindset instead of a negative closed mindset toward math. Faith Formation Classes (Fall 2018, Fall 2019): During the first semesters of my sophomore and junior years of college, I was able to serve as an instructor's aide for the faith formation classes at the Cathedral of the Holy Spirit in Bismarck. For both of my positions, I was basically a personal aide for a student in the class with exceptional needs. I was able to keep students on-task and give them the attention they needed to progress through the classes. I thoroughly enjoyed my experience and look forward to seeing former students each week at mass. Dakota Boys and Girls Ranch:
During my sophomore year of ELA, we formed various groups that served the Bismarck-Mandan community in many ways. My group set up a fun game night with the residents of the Dakota Boys and Girls Ranch in Bismarck. We had a room set up with board games and some fun activities in the gym. I am not able to disclose information about the residents themselves, but they did seem to thoroughly enjoy the few hours we spent with them. A small thing for us to do provided a great night for the residents. |