top of page

This site was designed with the

website builder. Create your website today.Start Now

Apprenticeship Teaching

Summer Field Placement (5/6 - 5/31)

Kanapaha Middle School | Pre-Algebra | Mrs. Litchfield | Grade 7

Course Description: Apprentice Teaching (AT) is the culmination of the UFTeach Minor program: a transformative field experience in secondary mathematics classrooms. Over the course of four weeks, apprentice teachers are immersed into the role of educators, designing and delivering engaging lessons while honing their teaching skills. This internship integrates classroom practice with reflective seminars, allowing apprentice teachers to connect theory with real-world application.

Through this experience, I've learned to embrace diverse learning styles and promote a culture of collaboration. Through hands-on projects, activities, and demos, students have been empowered to take ownership of their learning and develop essential skills for future success. Moreover, I've devoted my teaching toward the nourishment of students' self-efficacy, helping them navigate challenges, embrace mistakes, and realize their full potential. By infusing the classroom with a sense of safety and belonging, I've learned more on how to create an environment where students feel encouraged to take risks and pursue their passions.

Through ongoing reflection and collaboration, I will continuously refine my teaching practices, ensuring that instruction remains responsive to students' evolving needs. It is my responsibility to nurture students a sense of purpose and direction, preparing them for a future filled with endless possibilities!

Learning Environment: The following classroom culture plan is a breakdown of the ideal classroom environment to integrate into my own educational setting as a teacher. Such resembles

the culture created throughout my field experience. Moreover, communication with parents was initiated from the beginning to facilitate a clear set of expectations, goals, and procedures from the first day.

AT Class of Summer 2024

Instructional Design: The following lesson plans were created for Apprenticeship Teaching:

-Lesson Plans Week 1 (5/13 - 5/17)

-Lesson Plans Week 2 (5/20 - 5/24)

Solving Equations PowerPoint (Regular)

Circles and Cylinders PowerPoint (Advanced)

-Lesson Plans Week 3 (5/27 - 5/31)

Student Artifacts: Students were constantly given formative assessments to evaluate their understanding. Moreover, these tools were used as mediums for feedback on my own teaching methodologies. Additionally, students were given a summative assessment on Circles and Cylinders to demonstrate their understanding of an entire unit.

Circles and Cylinders Review Samples: student review on circles and cylinders; questions (12) and

(16) exhibited the most misconceptions: definition of circumference and unit conversions. Written

feedback was provided to each student explaining the procedures for solving these questions.

Additionally, the subsequent lesson was adjusted to reiterate the definition of circumference

through visual aids (demonstration of parallelogram to circle).

Laws of Exponents Review (FAST Prep): evaluation of students' understanding of the Power Rule,

Quotient Rule, Distributive Rule, and Inverse Rule. Many students incorrectly applied these rules,

and required more practice to procedurally remember their application per scenario.

Puzzle Hunts: activity where students work in teams to solve various questions dispersed around

the classroom and utilize their answer key to solve a four-digit lock with a unique combination. Resembles an escape-room atmosphere with a fun element of competition. Teams were required to

continually check-in with me to ensure they understand the steps to get their answer for each

question. Once their answer sheet was correct, they were given a secret riddle.

Pizza Restaurant: activity where students compete as an entire class, to successfully complete as many orders (questions on circles and cylinders) as possible. Each period consisted of 3 to 4

teams of six. Each team was given an initial order (question) to complete. Once they finished their order, one crew member from the team was required check that it is correct with the head

chef: Mr. Shane. If their order was correct, they'd receive the next order to complete. They must go

one order at a time. State the team’s number and order # when checking. Once the 15-minute timer

was up, service was halted! This brought a great amount of participation, engagement, and

competition as each class was competing against one another to complete the most orders!

Technology Integration: Various lessons incorporated forms of technology as tools to accommodate multiple learning styles.

Jeopardy Reviews: Utilize PowerPoints, digital timers, and LadyBug technology to project questions, keep score, and create a competitive game atmosphere.

GimKit Reviews: each student uses their laptop to compete in Don't Look Down, a platforming game that allows players to progress by answering math questions correctly. Students participate in real-time.

Hypothetical Pizza Order: students collaborated with one another to create a pizza order on Dominos.com and calculated the total area of the pizzas, circumference, and cost per square inch. The order was presented to the entire class on the projector.

Professional Improvement - Observation Forms:

Professional Development: Linked is a holistic plan for my goals as an educator in the future.

Welcome Letter

bottom of page