One of my learning goals is to get to know my students earlier in the semester. Since I transferred to North Marion this semester, I wanted to start off the semester by getting to know the students as soon as possible. I gave out a survey asking students how they think they learn best. The survey contained a list of ways to learn, such as, by reading, hearing, discussing, doing hands-on activities, working in groups, etc. I did this so it would be easier for me to plan lessons that truly appeal to my new students' learning styles.
I found that my students not only said they prefer group work (according to the survey), but also work more efficiently in groups (based on my observations).
I haven't made too many changes to my practicum plan except for having to move certain lessons to a later date due to snow days and 2-hr delays. I have not removed or added anything to the plan. I would say for the most part, I'm right on track with the dates I put on each assignment. The only things I wish I had more time to complete while I'm at North Marion are my learning goals. I am trying, at this point, to incorporate my learning goals into the assignments that must be covered at my PDS.
Friday, February 25, 2011
Monday, February 14, 2011
Characteristics 4 and 7 of the Novice Teacher
4.The novice teacher should be a facilitator of learning for all students.
This characteristic pinpoints the importance of teaching in a way that is tailored to all learners. Every classroom is full of diverse learners with differing capabilities, previous educational experiences, and cultural backgrounds. It is imperative for the novice teacher to know his or her students in order to best meet their needs as learners.
In Sped360, I created a Classroom Strategy Toolkit that lists a set of 10 strategies for differentiating instruction. Within this toolkit, I listed the following strategies: jigsaw,think-pair-share, stations, activity choice boards, flexible grouping, R.A.F.T., among others. Next to each strategy and its description, I listed a rationale for its use, guidelines, and classroom examples for how I would or have used these strategies in a science classroom.
For example, under activity choice boards I wrote:
Description - Students use a bulletin board or sign-up sheet to sign up for the activity they wish to complete. This allows students to have some control over what type of activity they can complete.
Rationale - If the students are choosing the activity that most interests them then they are more likely to be actively engaged in the assignment and are motivated to complete the task.
Guidelines -
1. The teacher posts a list of activities for the students to complete. The students must complete one or more of the assignments based on the teacher’s guidelines.
2. Students choose the necessary number of activities that they would like to complete. They can do this by placing a post-it note with their name one it under a category.
3. The students complete the assignments of their choosing.
Examples -
1.Ecology: biomes
Students are given a choice as to how they would like learn about the different biomes found on earth. For example, they could complete a web quest, do a research paper,create a documentary, or give a presentation on the biome of their choice.
2.Physics: potential and kinetic energy
Students can choose how they would like to learn about the difference and relationship between potential and kinetic energy. For example, they could choose between researching and creating a Venn diagram, conducting a student-designed experiment, or by creating a model that represents kinetic and potential energy.
This toolkit demonstrates the "learning for all" characteristic by showing how differentiated instruction can be used through these 10 strategies and their real, applicable examples.
7. The novice teacher should effectively integrate content and pedagogy.
This characteristic demonstrates the importance of knowing both content and pedagogy in order to teach a particular content well. Knowing the content is not enough. You must know the content and know how to best teach that content, which in my case is science.
I planned and taught a roller coaster physics lesson to my 8th graders. In this lesson, I had students work in mixed-ability groups (unless they requested to work alone) and they had to build, present, and explain how their roller coasters related to Newton's laws of motion and the relationship between kinetic and potential energy. For this project I focused on three things: collaboration, critical thinking skills, and presentation, which are essential to my students in the real world. Students had to collaborate with others to design their roller coaster. They had to think critically to incorporate physics into their design. They also had to effectively communicate how their roller coasters related to Newtons laws and the transformation of energy from potential to kinetic during their presentation.
This project really had my students engaged. My students were learning the content by creating something of their own. They were using what they knew about physics to design a structure that was interesting and relevant to them. This lesson applies to characteristic number 7, because I knew the content well enough to be able to design an activity that would be challenging, yet comprehensible and engaging for my students.
This characteristic pinpoints the importance of teaching in a way that is tailored to all learners. Every classroom is full of diverse learners with differing capabilities, previous educational experiences, and cultural backgrounds. It is imperative for the novice teacher to know his or her students in order to best meet their needs as learners.
In Sped360, I created a Classroom Strategy Toolkit that lists a set of 10 strategies for differentiating instruction. Within this toolkit, I listed the following strategies: jigsaw,think-pair-share, stations, activity choice boards, flexible grouping, R.A.F.T., among others. Next to each strategy and its description, I listed a rationale for its use, guidelines, and classroom examples for how I would or have used these strategies in a science classroom.
For example, under activity choice boards I wrote:
Description - Students use a bulletin board or sign-up sheet to sign up for the activity they wish to complete. This allows students to have some control over what type of activity they can complete.
Rationale - If the students are choosing the activity that most interests them then they are more likely to be actively engaged in the assignment and are motivated to complete the task.
Guidelines -
1. The teacher posts a list of activities for the students to complete. The students must complete one or more of the assignments based on the teacher’s guidelines.
2. Students choose the necessary number of activities that they would like to complete. They can do this by placing a post-it note with their name one it under a category.
3. The students complete the assignments of their choosing.
Examples -
1.Ecology: biomes
Students are given a choice as to how they would like learn about the different biomes found on earth. For example, they could complete a web quest, do a research paper,create a documentary, or give a presentation on the biome of their choice.
2.Physics: potential and kinetic energy
Students can choose how they would like to learn about the difference and relationship between potential and kinetic energy. For example, they could choose between researching and creating a Venn diagram, conducting a student-designed experiment, or by creating a model that represents kinetic and potential energy.
This toolkit demonstrates the "learning for all" characteristic by showing how differentiated instruction can be used through these 10 strategies and their real, applicable examples.
7. The novice teacher should effectively integrate content and pedagogy.
This characteristic demonstrates the importance of knowing both content and pedagogy in order to teach a particular content well. Knowing the content is not enough. You must know the content and know how to best teach that content, which in my case is science.
I planned and taught a roller coaster physics lesson to my 8th graders. In this lesson, I had students work in mixed-ability groups (unless they requested to work alone) and they had to build, present, and explain how their roller coasters related to Newton's laws of motion and the relationship between kinetic and potential energy. For this project I focused on three things: collaboration, critical thinking skills, and presentation, which are essential to my students in the real world. Students had to collaborate with others to design their roller coaster. They had to think critically to incorporate physics into their design. They also had to effectively communicate how their roller coasters related to Newtons laws and the transformation of energy from potential to kinetic during their presentation.
This project really had my students engaged. My students were learning the content by creating something of their own. They were using what they knew about physics to design a structure that was interesting and relevant to them. This lesson applies to characteristic number 7, because I knew the content well enough to be able to design an activity that would be challenging, yet comprehensible and engaging for my students.
Tuesday, November 16, 2010
Mentorship
I have a wonderfully effective mentoring relationship with my mentor teacher.The guidance and constructive criticism she has given me has really shaped my teaching ability. She has taught me a lot about differentiating lessons for students with special needs and classroom management. We keep in touch outside of school by phone, email, and facebook. She always answers my endless number of questions about teaching and what works best with her students at Suncrest Middle.
Soon I will be taking on a project with my mentor teacher to make special modifications for one of her special education students. This is one way that we are both benefiting from the mentoring relationship. I am benefiting by seeing how a completely new type of modification can completely change how one student learns in the classroom while she is benefiting by ideas I bring to this situation.
I am excited that I will have the opportunity to work with my mentor teacher during my intern year when I will really have the opportunity to apply what my mentor teacher has taught me about teaching at the middle school level.
Soon I will be taking on a project with my mentor teacher to make special modifications for one of her special education students. This is one way that we are both benefiting from the mentoring relationship. I am benefiting by seeing how a completely new type of modification can completely change how one student learns in the classroom while she is benefiting by ideas I bring to this situation.
I am excited that I will have the opportunity to work with my mentor teacher during my intern year when I will really have the opportunity to apply what my mentor teacher has taught me about teaching at the middle school level.
Thursday, October 7, 2010
Creating a Wiki Page
COLLABORATION:
By completing the Wiki assignment, I have learned quite a bit about what the purpose of a wiki is and how to navigate the editing and creating process. Using the wiki as a collaborative tool was a positive experience. The group work that was involved in this process is preparing us as participants for collaboration at the intern level. This collaboration will also become extremely important once we become teachers.
Also, I think it is really important for us as pre-service teachers to learn to collaborate while using technology. Since classroom technology is becoming increasingly more prevalent and essential, it is important for us to work together to troubleshoot any problems we may encounter with technology and to improve our understanding of its functions and benefits in the classroom.
WIKI IN THE CLASSROOM
Wikis can serve a number of purposes in the classroom. In a science class, wikis could be used as a representation of what the students have learned from a research project. For instance, you could have students do a web-quest and report their findings by making wiki pages about topics such as famous scientists, concepts or cycles (the water cycle, for example), or body systems. These wikis could be used at a later date for generating test material or serve as study references.
The wiki is a wonderful cooperative learning tool. My 8th grade science classroom at Suncrest Middle has a set of netbooks. A wiki activity would be a great way to take advantdage of these netbooks. Because more than one user can edit a wiki simultaneously, all of the students could potentially be working on the same wiki during each class period. It may be fun for the students to have a friendly competition between class periods to see who can create the best wiki page. Also, since students can access these at home, the students could complete wiki assignments for homework, over the holiday breaks, or even on snow days.
SUNCREST WIKI:
In my own wiki, I completed the Participant Involvement page, formatted the Participant bio pages, and worked with linking the pages together. I really liked the idea of adding the quotes from each participant and including some 'get to know the participants' information. I am also glad we decided to put a group picture on the homepage. I think it makes the wiki page a little more inviting and not so dull and wordy.
By completing the Wiki assignment, I have learned quite a bit about what the purpose of a wiki is and how to navigate the editing and creating process. Using the wiki as a collaborative tool was a positive experience. The group work that was involved in this process is preparing us as participants for collaboration at the intern level. This collaboration will also become extremely important once we become teachers.
Also, I think it is really important for us as pre-service teachers to learn to collaborate while using technology. Since classroom technology is becoming increasingly more prevalent and essential, it is important for us to work together to troubleshoot any problems we may encounter with technology and to improve our understanding of its functions and benefits in the classroom.
WIKI IN THE CLASSROOM
Wikis can serve a number of purposes in the classroom. In a science class, wikis could be used as a representation of what the students have learned from a research project. For instance, you could have students do a web-quest and report their findings by making wiki pages about topics such as famous scientists, concepts or cycles (the water cycle, for example), or body systems. These wikis could be used at a later date for generating test material or serve as study references.
The wiki is a wonderful cooperative learning tool. My 8th grade science classroom at Suncrest Middle has a set of netbooks. A wiki activity would be a great way to take advantdage of these netbooks. Because more than one user can edit a wiki simultaneously, all of the students could potentially be working on the same wiki during each class period. It may be fun for the students to have a friendly competition between class periods to see who can create the best wiki page. Also, since students can access these at home, the students could complete wiki assignments for homework, over the holiday breaks, or even on snow days.
SUNCREST WIKI:
In my own wiki, I completed the Participant Involvement page, formatted the Participant bio pages, and worked with linking the pages together. I really liked the idea of adding the quotes from each participant and including some 'get to know the participants' information. I am also glad we decided to put a group picture on the homepage. I think it makes the wiki page a little more inviting and not so dull and wordy.
Tuesday, March 30, 2010
Who done it?
I taught a lesson last Wednesday on pedigrees. (A pedigree is similar to a family tree but shows what and how physical traits are being passed from generation to generation.) I typed up my lesson plan and made worksheets for this pedigree lesson. I thought I had everything figured out. Well, for the most part, the lesson went smoothly. I went over what a pedigree was, what shaded and unshaded circles or boxes represented, and how the lines between these shapes either meant that these people were the parents or the offspring. I showed them the difference between a phenotype and a genotype, just in case they forgot. The students responded well to the review and even helped me use the whiteboard.
Next the students numbered off into groups of about 3 students and worked on the "Who done it?" worksheet. The assignment was titled, "Who stole the Big East Championship trophy?" I typed up a short story about a family named the "Pittsburghlars" who have always sent their children to Pitt and have always been jealous of WVU sports. One of the Pittsburghlars stole the trophy and my students had to use the clues about the burglar from the story and the pedigrees to figure out who stole the trophy.
There was just one problem with this lesson. Time. Some students got the burglar right away, while some students struggled with the pedigrees. I am now concerned about how to manage my time in the classroom when some students get done so quickly wile others may take all period.
How do I write lessons that accommodate for student differences in the length of time it takes them to complete assignments?
Next the students numbered off into groups of about 3 students and worked on the "Who done it?" worksheet. The assignment was titled, "Who stole the Big East Championship trophy?" I typed up a short story about a family named the "Pittsburghlars" who have always sent their children to Pitt and have always been jealous of WVU sports. One of the Pittsburghlars stole the trophy and my students had to use the clues about the burglar from the story and the pedigrees to figure out who stole the trophy.
There was just one problem with this lesson. Time. Some students got the burglar right away, while some students struggled with the pedigrees. I am now concerned about how to manage my time in the classroom when some students get done so quickly wile others may take all period.
How do I write lessons that accommodate for student differences in the length of time it takes them to complete assignments?
Thursday, March 4, 2010
Individual Lesson Plan
I've been spending a great deal of my tutor hours observing the students to see what activities really keep them engaged. They seem to respond most to technology and things that have to do with their lives outside of school. For my individual lesson, I plan to begin an with an activity that will grab the students and keep them interested throughout the lesson.
I am doing a genetics lesson on heredity, the passing of traits. I will have students look at images of physical traits that are passed from parent to child. I will have students inspect their own traits and the traits of other students in the classroom. They will compare and contrast traits to see who has traits in common and who has a unique set of traits.
I believe this introductory activity will engage the students because it physically involves them. They all have certain sets of traits that may or may not be the same as other students. I believe students will maintain their interest in this heredity lesson because they are learning about a topic that defines why they possess certain physical features.
Following this trait comparison activity, the students will be given a brief overview of pedigrees and punnett squares. Students will then work in groups to figure out what traits in the pedigree are dominant or recessive and how punnett squares can be used to explain why traits are passed in a particular manner. Students will write their explanations on the whiteboard towards the end of the period. Finally, students will have to create their own pedigree and corresponding punnett square.
I believe students will enjoy this activity, because I made it authentic for them. But I do wonder how I will maintain engagement in the future for activities that do not deal with biology. For example, activities that involve chemistry or physics.
Is it truly possible to make every science activity authentic or relevant?
I am doing a genetics lesson on heredity, the passing of traits. I will have students look at images of physical traits that are passed from parent to child. I will have students inspect their own traits and the traits of other students in the classroom. They will compare and contrast traits to see who has traits in common and who has a unique set of traits.
I believe this introductory activity will engage the students because it physically involves them. They all have certain sets of traits that may or may not be the same as other students. I believe students will maintain their interest in this heredity lesson because they are learning about a topic that defines why they possess certain physical features.
Following this trait comparison activity, the students will be given a brief overview of pedigrees and punnett squares. Students will then work in groups to figure out what traits in the pedigree are dominant or recessive and how punnett squares can be used to explain why traits are passed in a particular manner. Students will write their explanations on the whiteboard towards the end of the period. Finally, students will have to create their own pedigree and corresponding punnett square.
I believe students will enjoy this activity, because I made it authentic for them. But I do wonder how I will maintain engagement in the future for activities that do not deal with biology. For example, activities that involve chemistry or physics.
Is it truly possible to make every science activity authentic or relevant?
Thursday, February 4, 2010
Lesson planning and Differentiation
There are a lot of accommodations that a teacher must take into consideration when lesson planning. My mentor teacher has a diverse group of eighth graders, many having Individualized Education Plans (IEPs) and Student Assistant Plans (SATs). Although these accommodations can seem overwhelming, my mentor teacher meets the needs of these students.
I have had experience tutoring many of her students with exceptionalities. One student in particular, is at the fourth-grade level. He needs assistance from his table partner and is given modified tests. Recently, I had the privilege of giving him an oral exam, while my mentor teacher monitored the other students taking the exam. He needed a lot of assistance with understanding what was being asked of him in each fill-in-the-blank question, but once he knew what the question was asking him, he knew most of the answers to these questions. He is a hard worker and pays attention in class, but he definitely needs to be given exams in this manner in order for him to successfully and correctly complete his exams.
After spending this past and current semester at Suncrest Middle, I have seen why it is necessary to plan for and make accommodations for students and how those accommodations are made possible with the collaboration of other teachers and pre-service teachers. Because it is plausible to believe that others are not always available to help, the teacher must, at times, attempt to meet the needs of these diverse students on her own. So I pose this question:
Is it possible for a teacher, without the collaboration of others, to meet the needs of diverse learners?
I have had experience tutoring many of her students with exceptionalities. One student in particular, is at the fourth-grade level. He needs assistance from his table partner and is given modified tests. Recently, I had the privilege of giving him an oral exam, while my mentor teacher monitored the other students taking the exam. He needed a lot of assistance with understanding what was being asked of him in each fill-in-the-blank question, but once he knew what the question was asking him, he knew most of the answers to these questions. He is a hard worker and pays attention in class, but he definitely needs to be given exams in this manner in order for him to successfully and correctly complete his exams.
After spending this past and current semester at Suncrest Middle, I have seen why it is necessary to plan for and make accommodations for students and how those accommodations are made possible with the collaboration of other teachers and pre-service teachers. Because it is plausible to believe that others are not always available to help, the teacher must, at times, attempt to meet the needs of these diverse students on her own. So I pose this question:
Is it possible for a teacher, without the collaboration of others, to meet the needs of diverse learners?
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