Room: NRN 2033

Intern: Issabella Petrone

Mentor Teacher: Amanda Denahan

Internship Placement: Kimball Wiles Elementary School

Title: Integrating Structured Talk and Movement Strategies in a Kindergarten Class

Issabella Petrone was experiencing tensions in her kindergarten classroom related to having to subdue students’ active and sociable nature during class. She wondered how implementing various strategies that promote talk and movement throughout the instructional day would impact her dilemma. She collected data during a four-week window through personal video reflections, student surveys, and semi-structured interviews. Data analysis revealed three claims that focused on how both students and teachers experience and enjoy opportunities for structured talk and movement.

Intern: Sophia Falk (Speights)

Mentor Teacher: Tracy Reece

Internship Placement: Chiles Elementary School

Title: Sight Word Instruction through Kinesthetic Learning in a Kindergarten Classroom

Sophia Falk was experiencing tensions in her kindergarten class when she noticed students were constantly moving around and unfocused during lessons. She wondered how introducing kinesthetic learning activities would affect sight word instruction in her classroom. She collected data over four weeks through pre-test and post-test assessments, anecdotal notes, and pre-survey and post-survey questions. Data analysis revealed three claims focusing on the increase of students' sight word knowledge, engagement, and enjoyment through kinesthetic activities.

Student name: Sofia Gochoco

Mentor Teacher's name: Amber Matts

Internship Placement Elementary School Name: William S. Talbot Elementary School

Title: Student Variability Within Kindergarten

During the beginning of her senior year internship, Sofia wondered, “In what ways can I offer multiple means of engagement through auditory, visual and kinesthetic opportunities within my lesson plans? How will my students experience the different means of engagement?” She collected data throughout a span of four weeks and created lesson plans that catered towards a different style of learning. She also compared the test scores that correlated with the lesson plans to see if there was a connection. The data analysis revealed a striking claim related to learning styles.