Room: NRN 1033

Intern: Faith Donasco

Mentor Teacher: Jody Sedgley

Internship Placement: C. W. Norton Elementary School

Title: Promoting Student Independence and Persistence in a Second-Grade Math Class

Faith Donasco was noticing challenges with student confidence and resilience during math in her second-grade classroom. She wondered what strategies could foster the students' independence and how peer collaboration could impact their mindsets. She collected data during a 4-week time period through student surveys, field notes, journal entries, interaction maps, and lesson plan records. Data analysis revealed two claims that focused on ways to promote the use of various problemsolving strategies in math so that students could become more independent and confident with their work.

Intern: Alexandrea Thomas

Mentor Teacher: Nicole Regal

Internship Placement: William S. Talbot Elementary

Title: Growth Mindset in a First-Grade Gifted Class

Alexandrea Thomas wondered if implementing Growth Mindset ideas and themes into her everyday classroom routines would better support her students in looking at challenges as opportunities. The data collected consisted of tracking tallies which represented the display of growth or fixed mindsets in students, along with daily journal entries. Data analysis revealed two claims focused on how she and her students benefited from implementing a growth mindset into daily routines.

Intern: Mackenzie Chance

Mentor Teacher: Natalie Andrews

Internship Placement: P.K. Yonge

Title: Third Grade Teacher Strategies and Third Grade Learning

Mackenzie Chance noticed some tension in her third grade classroom when one student showed little independence or excitement in his learning. She wondered if there were any strategies she could use as a teacher to help bring this student more confidence and excitement to his learning. Over a four week period, Mackenzie collected data on the student’s engagement when different teacher strategies were implemented, collecting field notes, interviews, and reflective journals. Data analysis revealed three claims that reflect on how student feelings impact their learning abilities.