Megan Breeden Educator Portfolio - Instructional Samples

Differentiating Instruction: Counting Pumpkin Seeds
These photos show a hands-on math activity in which students counted the seeds from a pumpkin, tailored to meet diverse learning needs. The activity incorporated various tools and grouping strategies to support students at different levels:

Small Group Instruction: Students who needed additional support worked with me at the small group table, using ten-frame sheets to organize seeds into groups of ten and practice skip counting.
Small Group Work: Other students worked in pairs, using tools like ten-frame cartons or stair step manipulatives to help them count seeds and visualize grouping strategies.
Student Choice: Students were encouraged to choose the tools they felt most comfortable with, allowing them to engage in the task in a way that suited their learning preferences.

Demonstration of Competency
This artifact demonstrates my competency in using differentiated instruction by addressing varied learning styles, needs, and abilities within the classroom. By providing multiple tools, varying group sizes, and scaffolding for those requiring additional support, I created a system of support that enabled all students to engage with the math concepts meaningfully.

The effect on student learning was significant. Students in the small group successfully used the ten-frame sheets to count by tens and gained confidence in their skip-counting abilities. Partner groups enjoyed the autonomy and collaboration, using their chosen tools effectively to arrive at accurate counts. Additionally, this activity bridged hands-on exploration with conceptual understanding, which helped students connect math to a real-world context.

Modifications for Future Use
Based on the artifact’s effect on student learning, I would make the following modifications for future use:

Add a Reflection Component: After completing the activity, I would include a short reflection or discussion where students could share which tools they used, why they chose them, and how they helped. This would encourage metacognition and allow me to assess students’ understanding of their learning processes.
Incorporate Tiered Challenges: To further differentiate, I would add tiered challenges such as calculating the total seeds for the whole class and comparing quantities between groups.
Extend with Visual Representation: Students could create bar graphs or pictographs to represent the number of seeds they counted, reinforcing connections between data and math concepts.

These modifications would enhance the activity by deepening student understanding, offering greater differentiation, and fostering critical thinking skills while maintaining the hands-on, engaging nature of the original task.

Data-Driven Instruction with Technology

I utilize a variety of educational technologies to enhance student learning and engagement. Students have access to personalized learning platforms like Lexia and Zearn, which provide tailored instruction in math and ELA. I use data from these platforms to inform small group instruction and assign targeted BoomCard activities. Additionally, I employ Canva to create visually appealing and interactive presentations, such as center rotation charts featuring student photos.

These images demonstrate my competency in using educational technology to enhance student learning by integrating data-driven instruction. By utilizing personalized learning platforms like Lexia and Zearn, I am able to:

Identify Individual Needs: Accurately assess each student's strengths and weaknesses in math and ELA, allowing for targeted instruction.
Differentiate Instruction: Tailor lessons and activities to meet the specific needs of each student, ensuring that they are challenged and supported appropriately.
Monitor Student Progress: Track student performance over time and adjust instruction as needed to maximize learning gains.
Inform Small Group Instruction: Use data to form effective small groups based on common needs, providing focused support and opportunities for collaboration.

The impact of this data-driven approach on student learning is significant:

Increased Engagement: Personalized instruction keeps students motivated and actively involved in their learning.
Improved Academic Performance: Targeted interventions address specific skill gaps, leading to accelerated progress.
Enhanced Self-Efficacy: Students develop a sense of confidence in their abilities as they experience success.

Modification for Future Use:

To further optimize the impact of data-driven instruction, I plan to:

Deepen Data Analysis: Conduct more in-depth analysis of student data to identify underlying patterns and trends. This will allow me to make more informed instructional decisions.
Leverage Technology for Collaboration: Utilize digital tools to facilitate collaboration between students and teachers, such as online discussion forums or shared documents.
Expand the Use of Technology: Explore additional technology tools to enhance learning experiences, such as virtual reality, augmented reality, and educational games.

By continuously refining my data-driven approach and expanding the use of technology, I aim to create a dynamic and engaging learning environment that maximizes student achievement.

Teaching Academic Language: Constructing Two-Dimensional Shapes with Straws
These video stills show a dynamic lesson designed to teach academic language related to two-dimensional shapes through hands-on exploration, group collaboration, and reflective discussion. The lesson included the following components:

Whole Group Instruction: Using a document camera, I modeled creating shapes with straws, emphasizing academic vocabulary such as sides and vertices. I demonstrated counting the number of straws to identify sides and recognizing vertices as the points where two straws meet.
Small Group Activity: Students worked in small groups to construct shapes with a given number of sides. Each group received a numeral card (e.g., "4") and used straws to create shapes that matched the number of sides on their card, practicing vocabulary throughout the process.
Gallery Walk: After building their shapes, groups displayed their work. The class participated in a gallery walk, observing the various shapes created by their peers. During the walk, students were encouraged to use academic language to describe what they noticed about the shapes.
Debrief and Reflection: To conclude the lesson, we gathered as a class to debrief. Students shared their observations from the gallery walk, using vocabulary like sides, vertices, triangle, rectangle, hexagon, and square. This reflective discussion helped reinforce their understanding and allowed them to articulate their learning.

Demonstration of Competency
This artifact showcases my competency in instructing academic language through active engagement, collaboration, and reflection. The lesson integrated explicit vocabulary instruction with hands-on practice, group interaction, and opportunities for students to use the language authentically in their discussions.

The gallery walk and debrief were especially impactful in reinforcing academic language, as students had to articulate their observations and analyze the shapes they saw. For example, one student remarked, "This shape has six sides, so it’s a hexagon. It also has six vertices because there are six corners where the straws meet." This activity highlighted their growing confidence in using precise terminology while fostering peer learning.

Modifications for Future Use
Based on the artifact’s success and its effect on student learning, I would make the following modifications to strengthen the lesson:

Add Peer Feedback: During the gallery walk, I would provide students with a checklist or sentence starters to guide their observations (e.g., "I notice this shape has ___ sides and ___ vertices.") This structure could enhance their focus and use of academic language.
Incorporate Technology: I would include a digital gallery option where students could take photos of their shapes and label the sides and vertices using an app. This approach could support students who prefer visual or digital mediums.
Extend the Debrief: In addition to verbal discussion, I would ask students to draw and label one of their favorite shapes in a math journal, describing its attributes in writing. This activity would provide another opportunity to solidify their understanding of academic language.

These modifications would enhance the lesson by providing additional scaffolds, expanding learning opportunities, and encouraging more creative and critical engagement with academic language.

Communication with Parents

To maintain open and effective communication with parents, I utilize a variety of strategies, including:

Parent-Teacher Conferences: Regular conferences provide opportunities for in-depth discussions about student progress.
Weekly Newsletters: These newsletters keep parents informed about classroom activities, upcoming events, and important announcements.
ClassDojo: This platform allows me to share photos, videos, and messages with parents, as well as send individual messages to families.

Demonstration of Competency
The parent-teacher conference form is a crucial tool for fostering strong relationships with parents. By providing clear and concise information about a student's strengths, weaknesses, and goals, I empower parents to support their child's learning at home. The form also demonstrates my ability to use data to inform parent communication, such as sharing NWEA and DIBELS scores.

The weekly newsletter is an effective tool for keeping parents informed about their child's learning and upcoming events. By sharing information about classroom activities, assignments, and important dates, I can help parents stay involved in their child's education. Additionally, the newsletter can be used to share tips for supporting learning at home, highlight student achievements, and build a sense of community among families.

ClassDojo is a valuable tool for sharing positive reinforcement, celebrating student achievements, and building a positive classroom culture. By posting photos and messages about students' "bucket-filling" behaviors, I can recognize and reward positive behavior, foster a sense of community among students and families, and keep parents informed about their child's social-emotional development.

Modifications for Future Use

In the future, I would make the following modifications to improve my parent communication:

Add a Section for Parent Feedback: Provide a space for parents to share their thoughts, concerns, and questions.
Incorporate Student Work: Include samples of student work to showcase their learning and progress.
Provide Links to Online Resources: Share links to educational websites, apps, or videos that parents can use to support their child's learning.