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= Andrew Dellman presents this wikispace in fulfillment of the requirements of =
 * <  [[image:http://www.wikispaces.com/i/c.gif caption="add to favorites"]] home  [[image:http://www.wikispaces.com/i/c.gif link="seed394internship/home"]] [[image:http://www.wikispaces.com/i/c.gif link="http://seed394internship.wikispaces.com/message/list/home"]] [[image:http://www.wikispaces.com/i/c.gif link="seed394internship/home"]] [[image:http://www.wikispaces.com/i/c.gif link="http://seed394internship.wikispaces.com/page/history/home"]]…


 * SEED 394 Internship in Secondary Education**

The Internship Field Experience is the second of three required field experiences for certification in The School of Education at The University of South Dakota. The Internship is designed to give students a more extensive and participatory experience than the Paraprofessional Field Experience, and students who complete the Internship will be better prepared to enter the Year-Long Residency Experience. In keeping with the School of Education’s theme of //Learning & Leading + Reflective Practice//, the Internship is designed to allow students the opportunity to examine their interactions in the school setting and to evaluate the role they play in student learning. According to Donald Graves (2001), “Awareness that grows out of the specifics of your own situation produces energy. For this reason, you need to know the details of your own experience in order to make some judgments about how to set a personal and professional direction for your life.” The activities required during the Secondary Internship Field Experience and the associated written assignments will give the candidate the chance to reflect upon his or her progress toward becoming a teacher. Perhaps more importantly, he or she will have the opportunity to reassess and, hopefully, reaffirm his or her commitment to teaching as a career path.

Graves, D. (2001). //The Energy to Teach.// Portsmouth, NH: Heinemann = = || = Check List of Next Steps =
 * Andrew Dellman's Spring 2012 SEED 394 Internship Placement**
 * < School: Burke High School, Lake Andes High School ||
 * < Field-based supervisor: Jamie Kellen (Burke) Jeannine Vanderpol (Lake Andes) ||
 * < Content area: Jamie: English, Social Studies, and Computers Jeannine: English, Social Studies ||
 * < FBS e-mail address: Jamie: jamie.kellen@k12.sd.us Jeannine: Jeannine.Vanderpol@k12.sd.us ||
 * USD supervisor: Kevin J. Reins, Ph.D., SoE, email: Kevin.Reins@usd.edu ||
 * USD supervisor: Kevin J. Reins, Ph.D., SoE, email: Kevin.Reins@usd.edu ||

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 if your FBS’s has recieved the URL explaining the experience and talk about the week to come. ||
 * 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 for the experience and to your wikispace and let her/him know that you will be documenting the A. through D.__requirements__ of the experience in your wikispace. Discuss the A. through D. requirements. ||
 * x || Discuss the FBS's evaluation forms on the Web site. ||
 * x || Also during the first meeting, exchange phone numbers in case of emergency (edit your wikispace and put your FBS’s prefered contact information in the table above), confirm your visitation times, and discuss what you will be doing in the class over the course of the 20-40 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 experience. Turn in your wikispace URL documenting your A.-D. requirements. ||
 * x || IF YOU MISS A SCHEDULED TIME – REPORT IT TO DR. REINS IMMEDIATELY. ALWAYS KEEP HIM INFORMED. RECORD THE DATES THAT YOU MISSED HERE. ||

**SPR12 Week-long Secondary Internship Requirements**
== (A.) **Documentation of 40 hours of field-based classroom participation (organized in a table with date, hours, and description); Options for 40 hours include:** == A. SFNTHS – Project Coyote – covering of classes while SFNTHS faculty attend professional development (8 hrs.) 1. Work with a group of students 2. Ask questions of student(s) about PBL process and procedures B. Observe the Roll Out of a PBL project at SFNTHS (6 hrs.) C. Participate and give feedback as a knowledgeable other in the Publicly Presented Product/Performance of the Roll Out observed in b. (6 hrs.) D. 20 hrs. with an assigned mentor teacher (Note: if you do not attend one or two of the options mentioned above in a. through c., you must pick up those hours in your field experience with your mentor teacher; the mentor is not responsible for any of these options, they will be provided by USD faculty.)

__**Documentation of part A**:__ (8-3:45) || (Burke) Monday—(8-3:45) 7 hours 45 mins (7:45-4:00) || (Burke)Tuesday—(7:45-4:00) 8 hours 15 mins + day 1 = 16 hours (7:45-3:45) || (Burke) Wednesday— (7:45-3:45) 8 hours + day 1 + day 2 = 24 hours (8-3:30) || (Lake Andes)Thursday— 8-3:30 7 hours 30 mins + Burke = 31 hours 30 mins (8-3:30) || Friday— 8:00-3:30 7 hours 30 mins + day 4 + Burke = 39 hours Note: Some hours may be completed outside of your placement at SFNTHS. Please include these hours in your table.
 * **Date** || **Hours/Time at school** || **Description of my activities/participation in the classroom** ||
 * 3/5/12 || 7 hrs 45 mins
 * Period one
 * Reading
 * Read //Crash,// a book about bullying, with the students. We read chapter one and two. After we finished reading the students went back through and annotated vocabulary words identified by the teacher in a vocab book, sheets of construction paper stapled together.
 * Period Two
 * My teachers second period was a plan period. During the first part of the period I took a tour of the school with my teacher and stopped and talked to a few other teachers who also had plan periods. During the second part of the period I started collaborating with my teacher about the lesson I would present. She gave me two options to choose from, so to decide I surveyed her students as they passed through about which they would rather do until a majority was reached and it was decided we would focus again on Rome and Roman Infantry.
 * Period 3
 * In this period my teacher taught an English class. They were working on subject verb agreement and I was able to help a few students somewhat. I just hope I did not mass any of them up since English is not my forte.
 * Period 4
 * The students worked on review games on quizlet to study their spelling words. I had never seen quizlet before so I asked a few of the students to show me all the different things that it could do. I learned a lot about the site in a short amount of time. I thin quizlet would be a good review tool for almost any subject.
 * Period 5
 * This was an independent study, desktop program. I used this time to do research on my lesson. ||
 * 3/6/12 || 8 hrs 15 mins
 * Staff breakfast
 * Once a month the faculty puts on a breakfast, rotating the servers every month, I happened to be there on the day that they were serving the breakfast this month. I had a chance to talk to the other teachers and learn some things about teaching in Burke. It was a good chance to learn about teaching in the community.
 * Period one
 * Yearbook/study hall
 * The day started off with a class that was working on the school yearbook. The yearbook was waiting for pictures from the sports and events that were going on so most of them had a study hall. During this class I helped a couple of students finish a worksheet for a speech class they were working on. I also used this time to go over the lesson that I was working on with the teacher whose class I was going to present it in.
 * Period two
 * Spanish
 * Online
 * I helped the students who were all gathered in one room who were working on an online Spanish class. There was no one in the school who actually was qualified to teach Spanish so they used the same teacher from a nearby school. I talked with the students to see if they liked the class online. None of the students that I talked to liked the online feature. The reasons that they gave for not liking it were: an unresponsive teacher, they did not have a teacher that could teach them, and confusion with the content. All of the students said they would rather have a teacher in the classroom that could teach them.
 * I helped a couple students with project in Spanish, and a few pronunciations in the project they were working on.
 * Period three
 * This was the day I taught my lesson. My lesson was on the Soldiers of Rome. I had the students choose the day before what they wanted to do. Their decision was to spend one more day on Rome, which was one of the options that the teacher had given me the day before. The lesson that I taught had the students work on a presentation. I started with asking the class what they could tell me about soldiers and used this to lead into the project they would be doing on Roman soldiers. I had a visual presentation to go along with my discussions prompts, but I could not get my Mac to project on their projector. I adapted the discussion prompts to strictly oral prompts and started the discussions, asking them about the things they had just read about the Roman soldiers the class before. After the discussions I split them up into groups at random. I checked the groups with the teacher to make sure they would work without conflict. Once I was ensured that all of the groups would work I sent them on their way to start research. Researching was nice because they had 5 computers in the room that they could use for research. The categories were; the clothing they wore, the weapons they used, and the armor that they used. The period was split by lunch so I told them they had to have their research done before lunch. Unfortunately the ambulance and fire trucks went by so there was no chance the students were going to remain focused as they went by. So I had to have them continue on their research for a while after lunch. Once they finished their research I had them present their research in front of the class. At the beginning of the class I told them they would have to give a 5 minute presentation and jaws hit the floor, by the time they got to actually presenting their was not one group that was short of the time limit I had set. The result of the presentations overall were good. One group I could tell had copied and pasted part of their presentation so I addressed it when they finished presenting. My supervisor was pleased with the results of the presentation and the way that I handled the copy paste incident. She said she was looking for more ways to incorporate research into project because the students needed to work on it so she like my lesson idea. After that the students worked on the hands on part of the lesson that I had included. The students were middle school students so hands on was definitely a good thing. They worked on a paper cut out of the soldiers they had just described. This paper cutout was also their exit ticket, I had them identify a part of the soldier I chose as they came to the door on their way out of the classroom.
 * Period four
 * Language arts
 * In this class period we read stories out of a reading magazine for middle schoolers my supervisor liked to use. The story offered one fiction and one non-fiction article in the same magazine and we read both in class. One thing my supervisor identified as a need for this class was reading out loud. I could still tell some of the students struggled with reading publicly, possibly they were nervous with a new person in the classroom, but the teacher noted that their had been much improvement in the school year. The stories did contain some big vocabulary and was definitely a vocab exercise as well for the students. After they read they filled out worksheets on the story they had just read. As well as a online “scavenger hunt” dealing with the non-fiction story they had just read.
 * After school meeting
 * After school on Tuesday I went to a meeting with all of the teachers, or all of them who showed up, where the teachers talked about contract negotiations. The teachers discussed the new legislation and how it might affect their contract negotiations as well as what they were hoping to get from the school board for salary and benefits for the next year.
 * After school "activity" in Burke
 * SDSU game at Jack Broome’s house
 * After school that night I was invited to the retired superintendents house to watch the SDSU game that was on. I was staying at the local hotel so I was open to the invitation. I ended up getting to talk to five or six teachers in the district and talking to them about why they liked the district. This was a great night for me and a good chance for me to meet the teachers and talk about the community, something that is a very important goal of the GoTeachSD program. ||
 * 3/7/12 || 8 hours
 * Period one-
 * We again read from the book that we read from on Monday. After the two chapters were finished the students again went back and added vocab words to their vocab book.
 * //Crash// Chap 3-4
 * Period 2-
 * SD history
 * This was the last class before spring break for the seniors so focusing them was difficult throughout the class period. The instructor, not my supervisor, I different social studies teacher, the high school social studies teacher, had the students read an article on local history and discuss some of the things that had happened. Most of the students knew about the places that were in the article but not about why they were called what they were called or what they used to be. After this they read the story from a newspaper account of the time about the shooting of Wild Bill in Deadwood. This day was the anniversary of Wild Bill getting shot in a saloon in Deadwood. He read the account, as it appeared in the Deadwood newspaper the next day, of a person who had been across the street the time the shooting happened. There was no evaluation done by the teacher on either one of these articles, which puzzled me, he simply read them to the students and left it at that. I do not know if there would be an evaluation of them on a test or if he had some other form of evaluation but there was no way he could evaluate them as he was reading, I do not think.
 * Local history, death of Wild Bill
 * Period 3
 * MS English
 * Today in English class the students worked on a worksheet that taught them subject verb agreement. The subject verb agreement work sheets showed me how truly terrible my English skills were. This work sheet for 7th graders was tough for me. This showed me one aspect of English that I was not good at that I did not realize I was not good at. I only spent half of the class period in the middle school classroom. The second half of the period I spent in a high school classroom down the hall.
 * Current World Issues
 * This classroom is where I spent the remainder of the period. The periods for the high school were slightly off set from the middle school periods so the class period for high school did not start until about midway through the middle school class period. This was why I spent the first part of the period in the middle school classroom. When I went to the high school classroom it was a small class, even for Burke, of only 5 students. This class was just like any current world issues class I had ever seen before. The class started with the teacher reading a few news stories. The news for the day was pretty uneventful, it was however the one year anniversary of the earthquake/nuclear disaster in Japan. The next step was delegated research to the students in the class. The students were tasked with finding 5 of their own news stories form the day and had the entire class period to find the stories online. They turned in a written account of the news stories at the end of the class period. The students not only had to summarize the news events but also were responsible for writing a short reflection on how the news story was important to them. During this class period I took the opportunity to talk to the instructor, also the basketball coach, about what it was like coaching in Burke. I hope to be a basketball coach, and as part of GoTeach I will be coaching in a school similar to Burke. It was nice to know some of the things that worked for him as a coach and see what his practices consisted of, giving me an insight of what I could plan on doing in the future. This information will be valuable in helping me in the future when I, hopefully, have a job teaching and coaching a town similar to Burke.
 * High school CWI
 * Talked about basketball/coaching
 * Period 4
 * At the beginning of this period I continued talking with the basketball coach about what it was like teaching and coaching as well as living in a community like Burke. I learned things that I would not have had the opportunity to learn with out taking the time to talk to this seasoned veteran about teaching and coaching in a small town. At the end of the period I returned to the classroom with my field based supervisor who was teaching a web design class. This was again a class that was guided by a list of tasks to accomplish and accomplished them at their own pace. Being the end of a quarter and right before a break there was not much being accomplished in the class room. Most of the students had all of their tasks done and were talking about what they were going to do over break. Most of them had plans of going on an unofficial “class trip” to the Black Hills skiing. After this period, the last period of the day, I left Burke for Lake Andes where I did the rest of my internship experience. ||
 * 3/8/12 || 7 Hrs 30 mins
 * Period 1
 * Creative writing
 * The first period the first day at Lake Andes was a creative writing class. The first thing that we talked about, before any of the students got there, was the number of students in the class. The teacher was slightly disappointed with the tie the class was held because it conflicted with band so the number of students in her creative writing class was way down from years before. Once the students got there they were working on a timeline of their life accompanied by a paper about their life. Their timelines went from birth to where they are now. Like many people do, the students were struggling with the writing process. My supervisor was really good at getting them to think about what they wanted to write and getting them to put the ideas down in their own words. I talked with the students, the thee there were, about what the class was like. All of them really liked the class, but struggled with the writing process. They were all very proud of their end results once the teacher gave them the okay on them on previous assignments however
 * World History test
 * During this period my supervisor also asked me to work on creating an exam for her history class. She was teaching history but had not taken a history class for quite a while so she appreciated all the help she could get on the subject. Over the rest of the first period and most of the second period I worked on creating an exam to the best of my ability. I tried to use the information I had from creating exam questions to make the test as thorough as possible. My supervisor did not have any guidelines for the test so I modeled it off of exams that I had seen in my survey history classes in college. I have attached a copy of the exam that I created to the notes from Lake Andes.
 * Period 2
 * During the second period I continued work on the exam that I was creating. The students were working on a reading test on a book they had just finished so I had plenty of time and quite to create the exam that the teacher wanted me to create for her.
 * Period 3
 * I went down to a high school US history class for the next period. In this class they were taking about the events immediately following World War II. The teacher had a lecture day, with the kids taking notes so I just sat back and watched. One neat thing that I noticed was that it was not constant lecture the entire time, the teacher split it the class period with documents, photos and videos from youtube. It was a nice break up of the lecture with out changing the direction of the lecture he was able to stimulate the kids in a different way often, keeping them interested in the material the entire time.
 * Period 4
 * This was again a class where the students had an exam to take with my field based supervisor. I was once again using this time to create the exam for the world history test I was creating.
 * Period 5
 * Lunch
 * Period 6
 * During this class period the students were working on a spelling/vocab test. I spent this time grading timelines for that the students had done in their world history class in a previous class section. I was checking to make sure they had recorded all of the information and that they had been assigned to and that they wad done the three extra events in history as they were supposed to. I graded the assignment for the entire class and then gave them back to my supervisor.
 * Spelling test
 * Graded timelines
 * Period 7
 * World history
 * This was the class that I was creating the exam for. I spent the class period helping the studetns with any questions they had on the review that the teacher had assigned them. The teacher had given them a review for the chapter and was giving them classtime only to work on it. The students had to leave the exam in the classroom after they finished it every day and it was due at the end of the period on Friday. The teacher was aware that some of the student did not do all of their work and were copying so this was her way of dealing with the problem. They spent the entire day working on the review and handed it in at the end of the period.
 * Chapter review
 * 7th grade social studies
 * in this class the student were talking about the anniversary of the Fukishima earth quake and the following reactor melt down at the nuclear power plant. They were reading an article from a lady near the site of the melt down about the warnings they had received from the government and the possible health risks they might have. The teacher also had them work through the vocab words they did not know together. He would rite down the words that were unknown to them in the board and have them work out the meaning, writing it down in the words they came up with.
 * Japan—one year anniversary of Fukishima earthquake
 * Period 8
 * During this period the students first worked on a vocab test. The test had two parts, one part oral one part written. They had to remember the words from the oral part for the written part. There was obviously no assistance I could give the students on their test.
 * Vocab test
 * Oral/writing
 * Plug in
 * Listening
 * The next part of this period was spent working on a paper. I tried to offer what help I could to them on their homework. I was working with one student in particular that had problems with word selection. I was working with him on how to use a thesaurus, hard text copy as well as the one on his word processor.
 * Working on paper about //Gift of the Maji//
 * Period 9
 * This period was called advising. The students spent all of their time with the same teacher all the way through high school. This teacher is responsible for finding out what problems the teachers are having with their homework, classes or any other issues they might be having. I spent this period again working with the student who was having issues with word choice. By the end of the period he had most of his word choice problems solved in the parts of his paper that he had done to this point.
 * Advising
 * Helped with paper
 * Synonyms ||
 * 3/9/12 || 7 hrs. 30 mins.
 * Period 1
 * Creative writing
 * The first period was again creative writing. In this period the students were again working on their life map timeline papers. I worked with the students in the class about developing some of the ideas that they had in their paper. During this period my field based supervisor asked me again to develop some information for her history class. She asked me to look at the next chapter and develop ideas for projects of lessons that she could teach. I developed a few ideas and gave them to her about what I might include in a section on Rome, the next chapter her class was going to cover.
 * students worked on life map
 * Developed ideas for ideas on Rome—lecture guide
 * Period 2
 * This period the students got their tests back from the day before. They reviewed the correct answers and what they had missed. I spent this time working on looking through the text book and trying to think of ideas that could be used for adding to what the text book had and things that were important that the text book might have left out.
 * English—review test (Rip VW)
 * Developing ideas for Rome—lecture guide
 * Period 3
 * I went to the class room across the hall for this period. This was a speech class. The students were giving speeches about another person in the class and telling their story. The teacher had given them guidelines and also gave me a copy of what she would be grading on. At the end of the period the teacher and I talked about what we saw that needed to be worked on in the speeches. The main thing that we both noticed was the lack of introductions and conclusions. The sheet that she gave them specifically said not to end with “that’s all I have to say about that” but nearly all of them ended with exactly that. She decided that in the next class period she would focus on the topic of how to create introductions and conclusions that function effectively and better serve the purpose than what they had used in their first speeches.
 * Observed Speeches
 * Period 4
 * This period was a review of the tests that the students had taken the day before. The students spent the rest of their time reading. The students were reading for the rest of the period so I took a little time to catch on some of my own reading. I read a book that I had assigned due after Spring Break.
 * Reviewed Rip Van Winkle test
 * Silent reading
 * Period 5
 * Lunch
 * I ate with the teachers in the teachers lounge. It was me my supervisor and the high school social studies teacher. We were talking about World War II and the concentration camps, a topic I will get back to later.
 * Period 6
 * This period was almost entirely student silent reading. I used this period to finish reading the chapter on Rome, trying to think of what I could suggest the teacher to include in her lessons on Rome.
 * Reading/writing
 * Period 7
 * World history
 * The teacher was out of the classroom for most of this period. I distributed the review guides and helped the students get to work on them. One student was particularly set on doing things his own way. I found that as long as I kept him on task and doing his work the ret of the students would work too. The students, in my opinion at least, were more on task than they had been the previous day when my supervisor was in the classroom. Keeping the one student on task was all it took for the rest of the class to focus as well. I also went over the information that I had put in their test, since I was the one who wrote the test and gave them the information they would need to be successful on the test. (I sent an email to my supervisor after the students had taken the test. I found out that the class had a one period instructor led review along with the brief revew that I gave them on the Friday I was there. Despite all of this help only one student got an “A” on the exam. I would have liked to see the rest of the results and look at the question by question analysis to see what the students missed to see if they were poorly written questions or just a lack of preparation by the students that was the reason for the lack of high scores on the test. Also I would have been nice to see how bad the lowest score was and what the average was. This would have been information that would have helped me to evaluate the first full test that I had written.)
 * Guided review
 * Period 8
 * During this period I gave a lecture on the Concentration Camps. The Social Studies teacher and I had been talking at lunch at the fact that I had been to one of the camps came up. We talked about what I had seen in the camp. The teacher thought that this would be valuable information for the students to have. He called up to my supervisors room in the middle of the class period before. I went to his class the last period of the day and gave an impromptu speech about what I had seen in the camp. The social studies teacher was also the German teacher so he and the students had some questions about Germany as well that I tried to answer the best I could.
 * Stories of Buchenwald to juniors in US history ||
 * **PBL** || **Hours** || **Description of PBL Embedded Experiences at SFNTHS** ||
 * 2/25/12 || 8 hrs. || I attended the SFNTHS Project Coyote. I was involved in the Spanish classroom. Spent a majority of the day teaching the students in the sophomore level Spanish class. I was the Spanish teacher for the day. Along with teaching Spanish I talked to some of the students about what they liked or disliked about the PBL system, I found that most of them really liked the PBL classroom more than the traditional high school for a variety of reasons that they detailed to me. ||
 * Total || 47 hrs. ||  ||
 * Total || 47 hrs. ||  ||

link to notes in a word document with the lesson plan and test that I created includes exam from Lake Andes as well as notes on what I did in Lake Andes. includes lesson plan from Rome as well as notes on what I did in Burke.

**(B.) 750-1000 word paper that is an analytic reflection of PBL**
A. Advantages and benefits of PBL (wall-to-wall and/vs. integrated approach 1. Limitations and concerns 2. Possible solution(s) for each limitation/concern raised

__**Documentation of part B**:__

== **(C.) Collaboratively plan/design, teach, assess, and analyze a lesson during the week-long experience** ==

__**Documentation of part C.**__
 * Lesson Plan: [[file:lesson plan.docx]]**
 * Diagnostic/pre-assessment:** the pre-assement was to ask them about what thy knew about the soldiers already. I do not have a graph for you but I can tell you that most of the students knew the basics. They had just read a story about the soldiers a few days before i taught my lesson so the base information was there. None of the students had as detailed of a response that they would have had after finishing the lesson.
 * Assessment(formative and/or summative) tools:** the assessment that I used was evaluating the presentations as they gave them. I evaluated them on content as well as participation. I did not give a grade, but two groups would have had a's since they did what was instructed and the group that had the copy paste would have gotten a b or a c. The formative evaluation in this case was more useful. I was able to see that all of the members participated in all aspects of the presentation, since their research was done in class I was able to monitor the involvement of the students with their groups, and saw that the students all worked well together.

**(D.) Written reflection of your planning, teaching, and assessing of the lesson**
The candidate is to discuss in a paper the engagement of students, evaluation of the learning of all students, data (possibly in the form of charts and graphs) from assessments, how the instructional decisions that were made impacted the data/results, and adjustments necessary for the instructional plan.

__**Documentation of part D.**__