|
|
|
|
| TLPL 101 Fall 2014 Overview |
|
|
Photo: President Loh and TLPL 101 students, Jacqueline Maranville, Junior, Linguistics major, & Erick Thunell, Senior, Biology major at the Open House Nov. 2014
Two sections of TLPL 101 were offered fall 2014 with a total enrollment of 35 students. Students in STEM and non- STEM majors had the opportunity to teach two science or mathematics lessons in local elementary schools. The fall 2014 district partners were Cool Spring Elementary (Adelphi, MD) and Hyattsville Elementary (Hyattsville, MD). UM students developed lesson plans with the guidance of UM Master Teachers, Catherine VanNetta, Ph.D. and Anita Sanyal, Ph.D., and mentor teachers from the elementary schools. Lesson titles included “Wind Turbine Engineering Challenge,” “Golden Ratio,” “Sounds and Vibrations,” and “Seasons.” Students executed the lessons using inquiry-based instruction. TLPL 102, the second course in the program, will build upon their knowledge and students will incorporate technology while teaching science or mathematics lessons to local middle school students. TLPL 101 and 102 will be offered spring 2015. |
|
|
|
|
|
|
| TLPL 101 Students' Testimonials |
|
|
Photo: Kush Mukerjee teaching the lesson, "Weathering-Chemical" at Hyattsville Elementary School
Kush Mukerjee, Senior, Major: General Biology
What have I learned from TLPL 101?
I think the biggest thing I learned from TLPL 101 is how much energy and effort it takes to make a lesson with inquiry based learning. This class certainly made me appreciate the efforts of my teachers: present, past, and future. This class has helped me put education into perspective. I've learnt a lot from these kids on how they perceive questions and how they try to solve problems. I thought this class would be mostly about me teaching kids, but I've found out that it is mostly about them teaching me to be a teacher.
Why would I recommend TLPL 101 to other students?
I would recommend this class to other students who want to take an elective that challenges what they know about education and push them to care about teaching. It isn't the easiest course offered at UMD, but out of all the various electives I have taken at this school it is certainly the most enriching. I also would recommend this class for anyone who enjoys spending time with children. The kids are extremely fun to be around and they definitely keep you on your toes.
Photo: Abby Malkin teaching the lesson "Volume of a Rectangular Prism" at Cool Spring Elementary School
Abby Malkin, Senior, Major: Operations Management
As a junior business major, I joined TLPL101 because I'd always had a strong interest in teaching. No matter where I am in life, something always draws me back to it. Although I've already declared my major, I wanted the chance to develop another one of my passions. The Terrapin Teachers program allows students of all majors and backgrounds to dip their feet into a real life teaching experience. It gave me the resources and connections to plan an entire lesson that I was then able to deliver to a class of elementary school students. One of the most valuable lessons I learned from the class came from both my mentor teacher and my TLPL teacher's feedback. I discovered that the most effective learning is based on asking questions, and that keeping students engaged and active is more important than sticking with a scripted lesson. I would definitely recommend this class to anyone who has ever considered teaching, but never got the chance or had the time to pursue an education major. It gives you a great taste of what the education field is like, while also educating you about the benefits of inquiry based learning.
Students' Reflections
Seyi Ogundana, Junior, Biological Sciences
My greatest accomplishment is the confidence to be myself when teaching the students.
Robyn Harper, Senior, Psychology
I feel that my greatest accomplishment through my teaching experience in Step 1 was facilitating student inquiry on my own (with the help of my partners).
Paul Decker, Sophomore, Undecided
I think my greatest accomplishment is just feeling comfortable in a classroom. I started the semester nervous to teach but now I feel as though I can go into a classroom and lead a productive discussion as long as I prepare well enough.
Chris Knocke, Senior, Biochemistry
I overheard a student talking to another student saying, “I’m starting to like science now.” I left the classroom today feeling like I did something that could influence some of these students for the rest of their lives.
Alex Kramer, Junior, Environmental Science & Policy
After class, I talked to my mentor teacher as I mentioned earlier and his words were really generous and kind. I remember my teacher and the lessons I had in 6th grade learning about ratios and I hadn’t thought that I was going to be that teacher for these kids. That really hit me--thinking that these kids could be scientists or math majors and they would have gotten their first tastes of ratio and proportions from me. The overall impact had only passed over me superficially, but in talking with Mr. Sondheimer it really stuck with me and I was really proud of the chance I took to take this class and in hopefully successfully exposing this kids to measurements and ratio.
Abby Malkin, Senior, Operation Management
I would say that my greatest accomplishment would be finding the courage to speak in front of a class, and even more, be able to explain myself clearly.
Neha Soni, Sophomore, Mathematics
My greatest accomplishment would be my newfound ability to ask engaging, strong, and pushing questions that help make the students reach their potential in some form. I was able to take my ability to push people to their limits (in a good and bad way) and make it so I pushed the students toward the right answer without actually giving away the answer. At first I believed I would be the teacher who would walk around and automatically feel inclined to give away the answers to the students but through this experience I was able to understand how to NOT do that and how to make the classroom more student experiment run. |
List of Fall 2014 Mentor Teachers and Mentor Teachers' Testimonials
|
|
|
Photo: Mentor Teachers and TLPL 101 students at Hyattsville Elementary School
Mentor Teachers Fall 2014
Cool Spring Elementary School
Principal, Frances Tolbert
Sarah Man, 5th grade mathematics
Dana Etedgi, 4th grade mathematics
Jacob Sondheimer, 6th grade mathematics
Danielle Spisak, 5th grade science
Ann Johnson, 4th grade mathematics
Montre Robinson-Swain, 3rd grade mathematics
Erica Jackson-Green, 6th grade science
Hanaphia Dimagiba, 3rd grade science
Hyattsville Elementary School
Principal, Julia Burton
Rachel Rectanus, 4th grade
Tim McCaffrey, 3rd grade
Karina Jones, 4th grade
Myron Barton, 5th grade science
Amy Monjes, 3rd grade
Adrienne Cooper, 5th grade mathematics
Jennifer Stanton, 4th grade
MENTOR TEACHERS' TESTIMONIALS
Hanaphia Valbuena-Dimagiba, 3rd Grade Science, Cool Spring Elementary School
Working with the Terrapin Teachers has brought to mind the African proverb “it takes a village to raise a child.” I think it also rings true for teachers because it takes a village to raise a teacher. I realize that in my first years of teaching, the people around me were instrumental in shaping my teaching philosophy as well as populating my teacher’s toolkit. I am a conglomeration of the knowledge, skills, and passion of my teachers and mentors. Content and pedagogy can both be gleaned from literature. This part is easy. The tools that can make a teacher effective are mostly acquired through observation, collaboration, conversation, and guidance from experienced educators. I feel honored to be a part of the Terrapin Teachers' journey to becoming future educators alongside University of Maryland professors. I hope that in my own little way, I am able to impart something of value to them.
Jacob Sondheimer 6th Grade Mathematics, Cool Spring Elementary School The Terrapin Teachers program has helped my students become more college and career ready, which is a Prince George's County and Cool Spring Elementary goal. Students get the chance to interact, work with, and learn from college students. This opportunity provides our students with college role models and mentors and reinforces the idea and attitude of being college ready. Being college and career ready is something that our students are constantly hearing and learning about; however, the interaction and experience provided by the Terrapin Teachers is something valuable that our students have not had a lot of experience with in the past.
Amy Monjes, 3rd grade, Hyattsville Elementary School
As part of the new Terrapin Teachers Program, my third grade class partnered with two undergraduate students from the University of Maryland . During our initial "Meet and Greet" one of the undergraduate students had to take a moment to soak in the environment of an elementary school. He commented on "how small things were" and his memories of the books in the school library. Throughout the semester, these students observed two different math/science lessons that I taught. It was apparent that they took note of the classroom management, movement, questioning, and routine strategies that I implemented as part of a lesson. They, in turn, carefully developed, planned, prepared for, taught, and reflected on two wonderful science lessons! My third graders were excited to see them each time, and eager to participate in the lessons. The undergraduate students even stayed after one of our sessions to answer the class' questions about college life and their individual career paths. It was apparent, throughout the semester, of the Terrapin Teachers' growth. This turned out to be a fantastic relationship and a great learning opportunity for all of us! |
|
|
|
 Travis Larmore, Program Management Specialist
Travis is an alumnus of the University of Maryland, College Park where he earned his Bachelor of Science. He is also concurrently pursuing his MBA and M.Sc. During his undergraduate career he worked as a project assistant for one year on a grant-funded research project. After this he went to become a Project Manager in the Department of Entomology. His experience in management is just as strong as his passion for the program. He looks to help expand the program and encourage students from all backgrounds to pursue their passion of STEM education. He believes that gaining experiences while you study is key to being successful post graduation. |
| Terrapin Teachers Open House |
|
|
|  Photo: Left to right; Catherine VanNettta (Master Teacher, mathematics), Arthur N. Popper (co-director), and Chancellor William E. Kirwan
The Open House was held November 19, 2014 in the TT space located in the John S. Toll Physics building, room 1108. The event opened with remarks from Provost Mary Ann Rankin; Dean Donna Wiseman, College of Education; Dr. Sylvester James Gates, III; and Chancellor William E. Kirwan. The evening featured TLPL 101 students who presented science and mathematics lessons that were co- taught at local elementary schools. The Open House was featured in the Nov. 20, 2014 issue of The Diamond Back (http://terrapinteachers.umd.edu).
Open House Presentations
Photo: Shruti Ramachandra, Senior, major, Psychology, presents the team's lesson "Oil Spill Simulation," Ori Gutin (partner), Junior, major, Environmental Science & Policy, not shown
Photo: TLPL 101 students, Tosin Toriola (l), Sophomore, major, Communications, & Caitie McCafferty (r), Senior, major, Chemistry, present their lesson “Weathering-Chemical”
Photo: TLPL 101 student, Steven Kurapaty, Sophomore, major, Biology, presents his lesson, “Blade-spinners Return”
Other teams that presented but are not shown:
Alexandra Kramer, Sophomore, major, Environmental Science and Policy & Lauren Cohen, Senior, major, Mathematics-Statistics, “Ratio of Length to Width of a Rectangle Using Different Units of Measure”
Kathryn Shannon, Freshman, major, Mathematics & Will Tanzola, Freshman, major, Physics, “Wind Turbine Engineering Challenge”
Jacqueline Maranville, Junior, major, Linguistics & Erick Thunell, Senior, major, Biology, "Environmental-Oil Spill Simulation"
TLPL 101 Fall 2014 Teaching Teams and Lessons
Cool Spring Elementary School
Abby Malkin & Sean Crawford, “Volume of a Rectangular Prism” Matt Bisk & Chase Frederick, “Introduce Decimal Notation for Fractions with Denominators 10 or 100”
Lauren Cohen & Alex Kramer, “Ratio of Length to Width of a Rectangle Using Different Units of Measure”
Chris Steenkamer & Yimei Cai, “Ratio of Length to Width of a Rectangle Using Different Units of Measure”
Will Tanzola & Kate Shannon, “Wind Turbine Engineering Challenge”
Lauren Brown & Nadjia Motley, “Day/Night & Rotation of the Earth”
Ryan Williams & Nathan Sparks, “Superbowl Scores”
Steven Kurapaty & Sanjay Chainani, “Blade-spinners Return”
Ori Gutin & Shruti Ramachandra, “Environmental-Oil Spill Simulation”
Erick Thunell & Jacqueline Maranville, “Environmental-Oil Spill Simulation”
Hyattsville Elementary School
Tosin Oluwatosin & Caitie McCafferty, “Weathering-Chemical”
Neha Soni & Seyi Ogundana, “Water Cycle-Condensation Chambers”
Teni Ayeni & Irsa Sarkawi, “Weathering-Chemical”
Paul Decker & Kaitlin Evans, “Day/Night of Seasons”
Cory Reyes & Chris Knocke, “Water Cycle-Condensation Chambers”
Robyn Harper & Sara Tatum, “Volume of a Rectangular Prism”
Frances Del Pilar, “Volume of a Rectangular Prism”
Eddie Singer & Kush Mukerjee, “Weathering-Chemical”
|
| What's Next? TLPL 102, Spring 2015 |
|
|
TLPL 102 is the second course in the Terrapin Teachers teacher preparation sequence. In TLPL 102, students will gain field experience and continue exploring teaching as a career by planning and implementing two lessons in local high-need middle school classrooms. Students will work closely with UM master teachers to build on the inquiry based teaching practices developed in TLPL 101. Students will work with mathematics and science curricula while attending to state and district standards in order to develop and enact lessons that are responsive to students’ reasoning in math and science.
|
|
UTeach spring site visit, March 2015
UTeach Annual Conference, May 2015 |
|
| |
|
|
