So, I'm 3 days in, and I'm definitely feeling my challenges of student teaching already. Since the start of the week, something has gone wrong everyday, and I'm hoping this trend will start to wind down as the weeks pass by.
DAY 1: Being the first day, I was surprisingly calm about the start of this 6 week experience. I had my entire first 2 weeks planned out with hopes that nothing would get in my way. As Monday started in the morning and moved toward the mid afternoon, my first spike of issues surfaced. My presenation that I had prepared for the students began to freeze on my computer. Up to this point, I was so excited about introducing the students to a Prezi presentation because it's something that is new and creative. Might I add that the kids loved it?!? They were enthused by the whole production (some of my students even worked on one of their own at home that night!) However, due to the Greenhouse Effect that takes place in my room, I believe my computer and projector were getting too overheated, along with the fact that I had been teaching for several hours. As the prezi began to glitch, I realized that I had put my total trust in the oh-so-dependable-technology that I didn't have a plan B. Thankfully, my presentation came through and I finished teaching in all of my classes, even though I lost a lot of time. Thank goodness I am required to student teach... it's circumstances like these where I will know from now on that even the most "reliable" sources out there don't have a guarantee sticker on them. Lesson Learned: ALWAYS had a backup plan. No questions asked :)
DAY 2: Overall, Tuesday was a great day. The students were introduced to the reading of food labels after suffering through the "Nutrient" themed prezi presentation from the day before. For the most part, the classes seemed to understand the given information until the last class of the day when one of my boys started testing my nerves. I'll be honest: I had not allowed my Italian side to show in the classroom up to this point. In fact, I was so excited that I was able to suppress it by being the "nice teacher that everyone seems to love." However, "Jeff" caused my water to boil. Let's just say he needs to work positive communication with people, especially with his teachers. Yes, I'm sure you're saying, "well isn't this the perfect example of why you're in the 'practicing teacher' mode?" Yes, this is preparing me to handle the stress of my future students. However, my patience level has never been so challenged before in my life. But after calling Jeff's dad to alert him of his son's behavior in class, things seemed to cool off. Dad was very supportive of the entire situation and reassured me that things would change. It's a parent like this that gives me the extra boost of confidence that's required on a day to day basis as I walk into the classroom.
DAY 3: Let's just say that you become the mean teacher when you give students a task that they despise doing. Today, the students had their first quiz on nutrients, food labels, and the Food Guide Pyramid. A very SIMPLE quiz (this was something I repeated over and over again to reassure them that I wasn't out for their heads). At the end of the day, the majority of my team seemed to think that the quiz was easy and not as hard as they made it out to be. So, when does this day turn into my "bad day?" Well, Jeff was on his somewhat best behavior today (I had to call him out a couple of times). However, it was "Amy" who tested me today. Before the start of the quiz, she seemed stressed about the content and told me several times that, "I am going to fail." After trying to reassure her, she came back with the following response: "I hate this class, ESPECIALLY now."
It was at this point that I lost it. Yes, I understand stress (BELIEVE me, I am the queen of stress). However, to take that stress out on a teacher and state remarks like this, this is when I start to lose faith in myself as an educator. What did I do for this child to talk to me in this manner? How do I get through to her if these are reactions from a private life? What do I say to her tomorrow?
...I don't know. These are thoughts that run through my head as I feel like I am being faced with another trial. These are the few of many experiences I will endure in my career, but I am still in the nervous stages of how strong I will be as a leader in my own class. Maybe I'm looking into it too much.. or my lack of sleep is allowing me to think irrationally ;)
Anyway, there's my input on days 3 out of 30 thus far. I am off to prepare for my presentation of the digestive system. Wish me luck!
Wednesday, January 25, 2012
Thursday, July 21, 2011
Low Student Teaching Ratings Due to Lack of Supervision...
Check out this article.
Apparently, student teachers and colleges that host the School of Education programs are being bashed with low ratings do to lack of supervision by the students' mentors. Also, make sure you read where too many students are being certified for elementary school positions.
Apparently, student teachers and colleges that host the School of Education programs are being bashed with low ratings do to lack of supervision by the students' mentors. Also, make sure you read where too many students are being certified for elementary school positions.
Tuesday, May 17, 2011
Katie and Katie
Well, it looks like I am unknowingly sticking with this routine that I was hoping not to get sucked into, but I have. Looking back, I have not blogged as much as I wanted to, but I do have to give myself credit as to why I am so far behind- school, interning, exams, moving out of the dorm, moving into my parents house, moving back out into my new apartment, settling in, unpacking, etc. I believe you get the picture.
This past semester ended well. I've completed all of my finals and classes and still have a couple of weeks off until the summer session starts. The internship at Jamestown MS ended well. Though I don't foresee myself interning and student teaching there during this upcoming school year, it was a fulfilling experience that opened my eyes to the many wonders of teaching Language Arts to 8th graders. For that, I have fallen in love with this concentration.
During the break thus far, I moved out of my dorm (not the best living experience this year, but at least I can say that I have done it), and moved into my parents guest room for 9 days. To go from a small room + roommate + twin bed experience to a queen size bed + no roommate + own bathroom lifestyle was amazing. It was great to actually get my own space before moving, ONCE AGAIN, back to Greensboro into my first apartment...
The apartment life, though I have only experienced it for 3 days, has been a true adjustment. I have not adjusted completely to the quietness of the entire place, but it's growing on me. Additionally, my roommate and I already have something in common... our names. Katie O'Donnell and I are actually on the same Middle School team together at UNCG. Though we were not close friends before the move, I do feel like living together for the next year will bring us together.... tune in for pictures of the place as I unpack my life into my new home :)
This past semester ended well. I've completed all of my finals and classes and still have a couple of weeks off until the summer session starts. The internship at Jamestown MS ended well. Though I don't foresee myself interning and student teaching there during this upcoming school year, it was a fulfilling experience that opened my eyes to the many wonders of teaching Language Arts to 8th graders. For that, I have fallen in love with this concentration.
During the break thus far, I moved out of my dorm (not the best living experience this year, but at least I can say that I have done it), and moved into my parents guest room for 9 days. To go from a small room + roommate + twin bed experience to a queen size bed + no roommate + own bathroom lifestyle was amazing. It was great to actually get my own space before moving, ONCE AGAIN, back to Greensboro into my first apartment...
The apartment life, though I have only experienced it for 3 days, has been a true adjustment. I have not adjusted completely to the quietness of the entire place, but it's growing on me. Additionally, my roommate and I already have something in common... our names. Katie O'Donnell and I are actually on the same Middle School team together at UNCG. Though we were not close friends before the move, I do feel like living together for the next year will bring us together.... tune in for pictures of the place as I unpack my life into my new home :)
Wednesday, March 16, 2011
New Semester... New Perspective
Ok, so it's been awhile since I have been able to grasp enough time to sit down and blog. Looking back, it looks like I have not even informed you about this semester and the wonders that have been included within. But because there is so much going on, I will try to be brief :)
In January, I started interning at Jamestown Middle School. With the intense atmosphere and school wide rules, such as SMOD (for those of you who don't know, read the article attached with this form of dress- very interesting!), this school has its many differences than Mendenhall Middle School. However, I have enjoying the use of technology and in classroom gadgets that come with a brand-new school that I wasn't able to use last semester, including a microphone (helps increase one-on-one interaction between teacher and student).
Overall, this is like upgrading to American Eagle after shopping at Aeropostale for many years. I am finally growing out of the old techniques of white boards and markers, and am stepping into the realms of smart boards with projectors, large classrooms, microphones, up-to-date sound equipment, and (my favorite)... MOTION DETECTING CLASSROOM LIGHTS! For those of you who constantly forget to turn off the lights after leaving a room, these are a must. :)
This term, I am teaching an 8th grade Language Arts class. For someone who was looking forward to teaching Math, this was a huge change of plan. However, because of scheduling and change of heart, I opted out for English instead of the geek subject (making fun of this concentration helps me feel better), which was a great switch. Not only am I growing stronger in my weakest subject, I am quickly realizing that I enjoy teaching this subject more than science (*gasps*). No, no... I haven't been smoking anything... I just believe that this new interest has transformed my ideas about Language Arts and I hope to gain better insight on the subject as time proceeds forward.
Additionally, the students are a bit of an adjustment. Last semester, I taught an EC (exceptional children) classroom, which basically consisted of a group of students who needed "extra lovin' ", as my mentor would put it. Surprisingly, I loved this group of kids and even considered taking classes that revolved around special education, but didn't have the room for it (maybe something to look forward to in the nearby future). Compared to the previously mentioned group, my set of students this semester is a lot different- they are "ALs," aka Advanced Learners or Academically Gifted (AG). At first, I was a little intimidated by these groups of kids. I actually felt like they were smarter than me, especially some of my boys who are already on 11th grade reading levels and score high 4s on their EOGs. However, I soon realized that though they may have the brains, I still have the ability to kick them out of class...
Ok, maybe that's not where I was going with that statement. Though they may be well rounded in certain areas of English, I am still grateful that I am learning ways of differentiation so that these accelerated students are still learning, though they may think they're smarter than me (I just won't let them know that).
Other than the new school and classroom environment, there have been various changes happening in my life. With some persuasion, I was able to convince my advisor to allow me to intern and student teach next year at Southeast Middle School in Kernersville, NC. Because this school is located in our sister district, I will be in unfamiliar ground and am getting the chance to experience the Winston Salem/Forsyth County school district, other than Guilford County. Though I enjoy teaching in the Greensboro area, this will give me a new idea of how schools are different based on location and county difference.
Secondly, I am in the process of signing a lease for my first apartment in Greensboro. Not related to my teaching experience, but still exciting and counts as a change in my life, don't you think?
Lastly, I graduate in a year... how great is that?!?
:)
Well, that's everything that's happened within the past few months in a nutshell. Hopefully I will be more prompt when it comes to updating my information on here. Take advantage of this warmer weather we're getting this weekend (70 tomorrow, 80 on Friday, and 82 Saturday)... this calls for relaxation. Enjoy!
-Ms. "C"
In January, I started interning at Jamestown Middle School. With the intense atmosphere and school wide rules, such as SMOD (for those of you who don't know, read the article attached with this form of dress- very interesting!), this school has its many differences than Mendenhall Middle School. However, I have enjoying the use of technology and in classroom gadgets that come with a brand-new school that I wasn't able to use last semester, including a microphone (helps increase one-on-one interaction between teacher and student).
Overall, this is like upgrading to American Eagle after shopping at Aeropostale for many years. I am finally growing out of the old techniques of white boards and markers, and am stepping into the realms of smart boards with projectors, large classrooms, microphones, up-to-date sound equipment, and (my favorite)... MOTION DETECTING CLASSROOM LIGHTS! For those of you who constantly forget to turn off the lights after leaving a room, these are a must. :)
This term, I am teaching an 8th grade Language Arts class. For someone who was looking forward to teaching Math, this was a huge change of plan. However, because of scheduling and change of heart, I opted out for English instead of the geek subject (making fun of this concentration helps me feel better), which was a great switch. Not only am I growing stronger in my weakest subject, I am quickly realizing that I enjoy teaching this subject more than science (*gasps*). No, no... I haven't been smoking anything... I just believe that this new interest has transformed my ideas about Language Arts and I hope to gain better insight on the subject as time proceeds forward.
Additionally, the students are a bit of an adjustment. Last semester, I taught an EC (exceptional children) classroom, which basically consisted of a group of students who needed "extra lovin' ", as my mentor would put it. Surprisingly, I loved this group of kids and even considered taking classes that revolved around special education, but didn't have the room for it (maybe something to look forward to in the nearby future). Compared to the previously mentioned group, my set of students this semester is a lot different- they are "ALs," aka Advanced Learners or Academically Gifted (AG). At first, I was a little intimidated by these groups of kids. I actually felt like they were smarter than me, especially some of my boys who are already on 11th grade reading levels and score high 4s on their EOGs. However, I soon realized that though they may have the brains, I still have the ability to kick them out of class...
Ok, maybe that's not where I was going with that statement. Though they may be well rounded in certain areas of English, I am still grateful that I am learning ways of differentiation so that these accelerated students are still learning, though they may think they're smarter than me (I just won't let them know that).
Other than the new school and classroom environment, there have been various changes happening in my life. With some persuasion, I was able to convince my advisor to allow me to intern and student teach next year at Southeast Middle School in Kernersville, NC. Because this school is located in our sister district, I will be in unfamiliar ground and am getting the chance to experience the Winston Salem/Forsyth County school district, other than Guilford County. Though I enjoy teaching in the Greensboro area, this will give me a new idea of how schools are different based on location and county difference.
Secondly, I am in the process of signing a lease for my first apartment in Greensboro. Not related to my teaching experience, but still exciting and counts as a change in my life, don't you think?
Lastly, I graduate in a year... how great is that?!?
:)
Well, that's everything that's happened within the past few months in a nutshell. Hopefully I will be more prompt when it comes to updating my information on here. Take advantage of this warmer weather we're getting this weekend (70 tomorrow, 80 on Friday, and 82 Saturday)... this calls for relaxation. Enjoy!
-Ms. "C"
Tuesday, January 25, 2011
My Letter to Students
Dear Scientists-
I would like to welcome you all to my laboratory. Inside this classroom, as well as outside on certain occasions, you all are going to develop into young scientists who are striving to master the formulas, questions, discussions, and countless information in the science language. As we start the semester off with one another, I want to inform you of an important topic that relates to the content we will be going over this year: literacy. As much as people wince at the word, and as strange as it may sound to discuss literacy in a science setting, it’s a vital component of life and is a great learning tool that can ultimately increase your knowledge of this subject.
For the most part, literacy may seem like a simple term to define: the ability to read material and understand it. However, there is much more meaning within the core of this small word. Additionally, literacy is the breaking down of language so that countless meanings can be unveiled. The reading material that I will pass out this year will hopefully gain your interest, rather than bore you.
My goal as your teacher is to give you a chance to take what you’ve read and/or written down and use that information outside the classroom for the purpose of building relationships between school topics and the outside world of science. For that matter, numerous literacy opportunities will be available to read and reflect on during this class and personal time at home. Such literacy will include science fiction books, articles, websites, and experiments. Along with actually reading material to gain comprehension, I am going to push you to become expert writers in this content, as well. Rather than write papers and reflections, writing will involve letters, the designing of brochures, the layout of experiments, and solutions to real life problems here on Earth. Though these tasks may sound grueling, the outcomes will be extremely beneficial for you in this present age and the future that lies ahead of you.
Remember, literacy in this science lab is about understanding the meaning of what’s being read and the ability to apply it to your life for use. Science is everywhere and being able to make connections between material in class and the outside world is a reward in itself. As you come into this classroom, your minds should already be open to learn and your heart to be ready to build relationships once your foot leaves the door.
I look forward to the many encounters with science and the connections developed by the strength and importance of literacy.
Ms. "C"
I would like to welcome you all to my laboratory. Inside this classroom, as well as outside on certain occasions, you all are going to develop into young scientists who are striving to master the formulas, questions, discussions, and countless information in the science language. As we start the semester off with one another, I want to inform you of an important topic that relates to the content we will be going over this year: literacy. As much as people wince at the word, and as strange as it may sound to discuss literacy in a science setting, it’s a vital component of life and is a great learning tool that can ultimately increase your knowledge of this subject.
For the most part, literacy may seem like a simple term to define: the ability to read material and understand it. However, there is much more meaning within the core of this small word. Additionally, literacy is the breaking down of language so that countless meanings can be unveiled. The reading material that I will pass out this year will hopefully gain your interest, rather than bore you.
My goal as your teacher is to give you a chance to take what you’ve read and/or written down and use that information outside the classroom for the purpose of building relationships between school topics and the outside world of science. For that matter, numerous literacy opportunities will be available to read and reflect on during this class and personal time at home. Such literacy will include science fiction books, articles, websites, and experiments. Along with actually reading material to gain comprehension, I am going to push you to become expert writers in this content, as well. Rather than write papers and reflections, writing will involve letters, the designing of brochures, the layout of experiments, and solutions to real life problems here on Earth. Though these tasks may sound grueling, the outcomes will be extremely beneficial for you in this present age and the future that lies ahead of you.
Remember, literacy in this science lab is about understanding the meaning of what’s being read and the ability to apply it to your life for use. Science is everywhere and being able to make connections between material in class and the outside world is a reward in itself. As you come into this classroom, your minds should already be open to learn and your heart to be ready to build relationships once your foot leaves the door.
I look forward to the many encounters with science and the connections developed by the strength and importance of literacy.
Ms. "C"
Monday, January 17, 2011
Top Ten Tool Kit- Strategies (9-10)
9. Graphic Organizers (Critical Reading)
According to eduplace.com, graphic organizers can further help students "classify ideas and communicate more effectively." Furthermore, graphic organizers are used to "structure writing projects, to help in problem solving, decision making, studying, planning research and brainstorming" (http://www.eduplace.com/graphicorganizer/). Graphic organizers come in many creative forms and can be assigned at any time during a lesson, preferably before students start a major reading or writing assignment. The purpose of these strategies is to help students break down and organize information in a neat sequence that may better help one better understand a difficult piece being read or written.
How organizers work depends on the type of organizer picked out by the instructor. On the website mentioned above, teachers have a number of options to choose from when it comes to picking out an appropriate organizer. For instance, using a Venn Diagram is used when a student has to compare and contrast two (or more) different topics, subjects, themes, etc., but finds similarities in the middle ground, as well. When using Venn Diagrams in a science classroom, I will have students compare the differences and similarities of an animal cell and plant cell. Though the two may look different, having this organizer will help students understand that the two cells have characteristics that are alike. Furthermore, completing a Venn Diagram can help my readers break down the information and actually understand what they are looking for in the text, which can lead to overall learning of the topic.
10. TASK (Critical Reading)
TASK in an acronym for Thesis Analysis and Synthesis Key and is used to help students read and break down the elements of an argumentative essay. According to Norman J. Unrau, TASK is a "reading guide" and moves "students in the construction of a meaningful, coherent text representation" (http://www.jstor.org/stable/40007555). Furthermore, TASK encourages students to evaluate both claims of the argument, develop an understanding and view of each argument, and function not only as readers, "but as collaborators with writers of arguments" (Unrau). Simply put, how to use TASK is easy: students read an argument and break down both sides of the piece. Instead of automatically choosing a side to support, students must read thoroughly through each side, pick out the thesis and purpose of the argument, and then compare the findings to the other side. Students must understand why an argument was written before making any haste judgment calls.
TASK is a great strategy to use when students are working individually or in groups after a lesson has been issued. Whether the class is reading an actual argument, or evaluating a debate that has taken place inside the classroom, TASK can be used for multiple scenarios. In a science classroom setting, I can use the TASK method after two small groups of students debate each other about the pros and cons of stem cell research (8th grade). Once the two groups have collected enough evidence to spark a discussion, the rest of the class can evaluate both groups after the argument begins and write down the thesis and ideas from both sides. Furthermore, the entire class can actually read an argument about stem cell and work individually (or in groups) to break down and understand both sides of the discussion.
According to eduplace.com, graphic organizers can further help students "classify ideas and communicate more effectively." Furthermore, graphic organizers are used to "structure writing projects, to help in problem solving, decision making, studying, planning research and brainstorming" (http://www.eduplace.com/graphicorganizer/). Graphic organizers come in many creative forms and can be assigned at any time during a lesson, preferably before students start a major reading or writing assignment. The purpose of these strategies is to help students break down and organize information in a neat sequence that may better help one better understand a difficult piece being read or written.
How organizers work depends on the type of organizer picked out by the instructor. On the website mentioned above, teachers have a number of options to choose from when it comes to picking out an appropriate organizer. For instance, using a Venn Diagram is used when a student has to compare and contrast two (or more) different topics, subjects, themes, etc., but finds similarities in the middle ground, as well. When using Venn Diagrams in a science classroom, I will have students compare the differences and similarities of an animal cell and plant cell. Though the two may look different, having this organizer will help students understand that the two cells have characteristics that are alike. Furthermore, completing a Venn Diagram can help my readers break down the information and actually understand what they are looking for in the text, which can lead to overall learning of the topic.
10. TASK (Critical Reading)
TASK in an acronym for Thesis Analysis and Synthesis Key and is used to help students read and break down the elements of an argumentative essay. According to Norman J. Unrau, TASK is a "reading guide" and moves "students in the construction of a meaningful, coherent text representation" (http://www.jstor.org/stable/40007555). Furthermore, TASK encourages students to evaluate both claims of the argument, develop an understanding and view of each argument, and function not only as readers, "but as collaborators with writers of arguments" (Unrau). Simply put, how to use TASK is easy: students read an argument and break down both sides of the piece. Instead of automatically choosing a side to support, students must read thoroughly through each side, pick out the thesis and purpose of the argument, and then compare the findings to the other side. Students must understand why an argument was written before making any haste judgment calls.
TASK is a great strategy to use when students are working individually or in groups after a lesson has been issued. Whether the class is reading an actual argument, or evaluating a debate that has taken place inside the classroom, TASK can be used for multiple scenarios. In a science classroom setting, I can use the TASK method after two small groups of students debate each other about the pros and cons of stem cell research (8th grade). Once the two groups have collected enough evidence to spark a discussion, the rest of the class can evaluate both groups after the argument begins and write down the thesis and ideas from both sides. Furthermore, the entire class can actually read an argument about stem cell and work individually (or in groups) to break down and understand both sides of the discussion.
Sunday, January 16, 2011
Top Ten Tool Kit- Texts (8-10)
8. BrainPOP (When Teaching Science and English)
Kadar, Dr. Avraham. "BrainPOP." BrainPOP.com. N.p. 1999. Web. 16 January 2011. (http://www.brainpop.com/)
Summary: Created over a decade ago, BrainPOP is an interactive website that follows state issued curriculums and provides games, activities, movies, and quizzes for students. Additionally, the teaching community "is consisted of more than 125,000 members strong and features free lesson plans, video tutorials, professional development tools, graphic organizers, best practices, and much more." Along with the traditional version, BrainPOP comes in various forms, such as BrainPOP Jr. (K-3), BrainPOP ESL, and BrainPOP Español.
In Classroom Technique: Overall, I would love to use this website for just about any topic in the classroom for both English and Science. Whether I would go online to use the videos that are provided, or just get lesson plan ideas, this website is a great resource for both the teacher and student.
BrainPOP is a great site to use for my students who have multiple learning styles. From my visual learners to the hands on students, this website can meet the needs of most of my students, while teaching them state mandated information. Additionally, ESL students would benefit from the activities and videos that BrainPOP provides in other languages. This way, my students who may still struggle with English will not fall behind on an "English only" site.
9. Reeko's Mad Science Lab (When Teaching Science)
"Reeko's Mad Science Lab." Spartechsoftware.com. N.p. 1997. Web. 16 January 2011. (http://www.spartechsoftware.com/reeko/default.htm)
Summary: Designed for students, parents, and teachers, this website can easily meet the needs (including various reading levels), of almost anyone who signs in. Reeko's site is a great resource that provides science fair topics, experiments, and fun daily facts that are updated on a regular basis. This helpful guide even provides additional sites that may relate to a topic being searched. This way, there are many options to choose from. Lastly, for those who seem to struggle with science terms and definitions, Reeko's provides a science glossary with simplified meanings and/or pictures beside the words. This way, the visual learners can benefit, as well as those who simply learn from reading examples.
In Classroom Techniques: In my science class, I hope to encourage my students to participate in a science fair, whether it be through the school or the district. While having my students brainstorm for ideas/topics, I would refer them to this website for idea postings or additional help, if needed. Also, if my students need help with terms, they can move to the glossary and pick up the unknown meanings.
10. Science News (When Teaching Science)
"Science News: Magazine of the Society for Science and the Public." ScienceNews.org. N.p. 2000. Web. 16 January 2011. (http://www.sciencenews.org/)
Summary: Science News is an online resource with the latest science news out there. On the front page, readers are welcomed by daily articles that have been written about recent findings or topics. Also, interested viewers can look up columns or blogs that are posted on the front page. For a more specific topic in mind, readers can search along the top of the page, or use the search bar found on the right side of the screen. Whatever the topic may be, Science News provides many sources and reading materials for answers or simply, discussions.
In Classroom Techniques: To help with my students' critical reading skills, I will assign them to choose a topic at the end of every week and have them research any information about their chosen idea on this website. Any reading material that they find can be analyzed, broken down, and reflected on. Students will be required to write a reflection on what they learned, what the outcomes of an experiment was (if any), who was affected, or anything else that may be relevant to the topic. Also, the students must include how they relate to the topic they chose and explain why this topic came to mind. At the end of every week, students will submit their reflection and will have the option to present it to class, also.
Kadar, Dr. Avraham. "BrainPOP." BrainPOP.com. N.p. 1999. Web. 16 January 2011. (http://www.brainpop.com/)
Summary: Created over a decade ago, BrainPOP is an interactive website that follows state issued curriculums and provides games, activities, movies, and quizzes for students. Additionally, the teaching community "is consisted of more than 125,000 members strong and features free lesson plans, video tutorials, professional development tools, graphic organizers, best practices, and much more." Along with the traditional version, BrainPOP comes in various forms, such as BrainPOP Jr. (K-3), BrainPOP ESL, and BrainPOP Español.
In Classroom Technique: Overall, I would love to use this website for just about any topic in the classroom for both English and Science. Whether I would go online to use the videos that are provided, or just get lesson plan ideas, this website is a great resource for both the teacher and student.
BrainPOP is a great site to use for my students who have multiple learning styles. From my visual learners to the hands on students, this website can meet the needs of most of my students, while teaching them state mandated information. Additionally, ESL students would benefit from the activities and videos that BrainPOP provides in other languages. This way, my students who may still struggle with English will not fall behind on an "English only" site.
9. Reeko's Mad Science Lab (When Teaching Science)
"Reeko's Mad Science Lab." Spartechsoftware.com. N.p. 1997. Web. 16 January 2011. (http://www.spartechsoftware.com/reeko/default.htm)
Summary: Designed for students, parents, and teachers, this website can easily meet the needs (including various reading levels), of almost anyone who signs in. Reeko's site is a great resource that provides science fair topics, experiments, and fun daily facts that are updated on a regular basis. This helpful guide even provides additional sites that may relate to a topic being searched. This way, there are many options to choose from. Lastly, for those who seem to struggle with science terms and definitions, Reeko's provides a science glossary with simplified meanings and/or pictures beside the words. This way, the visual learners can benefit, as well as those who simply learn from reading examples.
In Classroom Techniques: In my science class, I hope to encourage my students to participate in a science fair, whether it be through the school or the district. While having my students brainstorm for ideas/topics, I would refer them to this website for idea postings or additional help, if needed. Also, if my students need help with terms, they can move to the glossary and pick up the unknown meanings.
10. Science News (When Teaching Science)
"Science News: Magazine of the Society for Science and the Public." ScienceNews.org. N.p. 2000. Web. 16 January 2011. (http://www.sciencenews.org/)
Summary: Science News is an online resource with the latest science news out there. On the front page, readers are welcomed by daily articles that have been written about recent findings or topics. Also, interested viewers can look up columns or blogs that are posted on the front page. For a more specific topic in mind, readers can search along the top of the page, or use the search bar found on the right side of the screen. Whatever the topic may be, Science News provides many sources and reading materials for answers or simply, discussions.
In Classroom Techniques: To help with my students' critical reading skills, I will assign them to choose a topic at the end of every week and have them research any information about their chosen idea on this website. Any reading material that they find can be analyzed, broken down, and reflected on. Students will be required to write a reflection on what they learned, what the outcomes of an experiment was (if any), who was affected, or anything else that may be relevant to the topic. Also, the students must include how they relate to the topic they chose and explain why this topic came to mind. At the end of every week, students will submit their reflection and will have the option to present it to class, also.
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