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.
Tuesday, January 11, 2011
Top Ten Tool Kit- Strategies (6-8)
6. RAFT (Assessment)
RAFT, which is an acronym that stands for role, audience, format, topic, this creative tool is a great strategy to use at the end of a lesson to allow students to demonstrate understanding that might have taken place throughout the lesson. Using this format, students can deepen their abilities based on their own opinions for each of these four steps. According to Harvey Daniels, "[students] create a faction that is built around the answers to four questions." By simply allowing students to recap what they learned from the day's lesson and answering the 4 RAFT questions, creativity is sparked and the previous knowledge is assimilated in their minds. Also, since they have control over this writing assignment, rather than the dictating instructions seen before the start of an essay, students are at ease and can concentrate on the task at hand instead of getting stressed and bored.
While teaching a science lesson, I will use the RAFT strategy when assignment my students to develop an article for a school or grade newspaper. For instance, if our class just took a trip to the Edible Schoolyard, each student (or team of students), would write up an article about something they learned from the museum and its garden. Instead of forcing the students to read directions that I have written out, each team can develop their idea using the RAFT format that they have come up with. This way, they will understand their goal and purpose of the assignment, as well as who the audience will be.
7. Brochure (Engage Diverse Cultures and Assessment)
Brochures are fun pamphlets to design that help bring out the creativeness in everyone. More specifically, they're advertisements used to attract the eyes of passerby's with bright pictures, attractive font, and informative writing. How they are put together is simple: students who have access to a computer can design a brochure on certain software that allow them to type in the various boxes and add/edit pictures. If a computer is not accessible, students can also design the brochures by hand and draw/glue pictures, along with the writing of required information. These projects are ideal for the struggling writers because students are encouraged to include text that will attract others and inform them on something that may be new. These projects are great to assign at the end of a unit for a formative assessment to see what the students might know. Also, it fits the learning styles of various students, such as those who are visual learners and those who learn by reading or hearing.
After reading Gifted Hands: The Ben Carson Story, my students could design a brochure that may depict their own experiences and compare them to Dr. Carson's story. This assignment is great in depicting the lives of various cultural backgrounds and helps each student learn about peers' personal experiences and upbringings. Also, in the brochure, they can inform their readers about how the story has influenced them and in what ways they have truly be inspired.
8. Teachers Correspondence (Engaging Diverse Learners)
This is amazing strategy that allows teachers to spend quality time working with their students at anytime throughout the school year. By staying in touch with their students, teachers are able to become familiar with each of their students and will come to know the students cultural background, their parents, and any other important information that may be vital to the teachers' lessons. The way this strategy works is simple: teachers can develop a way of interaction and make time to sit down and perform discussions with their students. Though it may sound simple, this strategy is extremely useful and important to use in hopes that better understanding of students will result in overall success in the classroom.
In a classroom, I could develop a way of correspondence through Facebook, the online network site that gained attention over the years. Having a page set up for my own class, I can communicate with my students and answer any questions that they may have for me. On Facebook, I can require students to post responses to readings from a homework assignment. With these responses, students can include any information about personal experiences or cultural upbringings that may be relevant to the discussion. This way, students, as well as myself, are learning about one another on a more personal level. Additionally, I can hold discussion nights where I can openly communicate with certain students about a project they are working on and may need help with.
RAFT, which is an acronym that stands for role, audience, format, topic, this creative tool is a great strategy to use at the end of a lesson to allow students to demonstrate understanding that might have taken place throughout the lesson. Using this format, students can deepen their abilities based on their own opinions for each of these four steps. According to Harvey Daniels, "[students] create a faction that is built around the answers to four questions." By simply allowing students to recap what they learned from the day's lesson and answering the 4 RAFT questions, creativity is sparked and the previous knowledge is assimilated in their minds. Also, since they have control over this writing assignment, rather than the dictating instructions seen before the start of an essay, students are at ease and can concentrate on the task at hand instead of getting stressed and bored.
While teaching a science lesson, I will use the RAFT strategy when assignment my students to develop an article for a school or grade newspaper. For instance, if our class just took a trip to the Edible Schoolyard, each student (or team of students), would write up an article about something they learned from the museum and its garden. Instead of forcing the students to read directions that I have written out, each team can develop their idea using the RAFT format that they have come up with. This way, they will understand their goal and purpose of the assignment, as well as who the audience will be.
7. Brochure (Engage Diverse Cultures and Assessment)
Brochures are fun pamphlets to design that help bring out the creativeness in everyone. More specifically, they're advertisements used to attract the eyes of passerby's with bright pictures, attractive font, and informative writing. How they are put together is simple: students who have access to a computer can design a brochure on certain software that allow them to type in the various boxes and add/edit pictures. If a computer is not accessible, students can also design the brochures by hand and draw/glue pictures, along with the writing of required information. These projects are ideal for the struggling writers because students are encouraged to include text that will attract others and inform them on something that may be new. These projects are great to assign at the end of a unit for a formative assessment to see what the students might know. Also, it fits the learning styles of various students, such as those who are visual learners and those who learn by reading or hearing.
After reading Gifted Hands: The Ben Carson Story, my students could design a brochure that may depict their own experiences and compare them to Dr. Carson's story. This assignment is great in depicting the lives of various cultural backgrounds and helps each student learn about peers' personal experiences and upbringings. Also, in the brochure, they can inform their readers about how the story has influenced them and in what ways they have truly be inspired.
8. Teachers Correspondence (Engaging Diverse Learners)
This is amazing strategy that allows teachers to spend quality time working with their students at anytime throughout the school year. By staying in touch with their students, teachers are able to become familiar with each of their students and will come to know the students cultural background, their parents, and any other important information that may be vital to the teachers' lessons. The way this strategy works is simple: teachers can develop a way of interaction and make time to sit down and perform discussions with their students. Though it may sound simple, this strategy is extremely useful and important to use in hopes that better understanding of students will result in overall success in the classroom.
In a classroom, I could develop a way of correspondence through Facebook, the online network site that gained attention over the years. Having a page set up for my own class, I can communicate with my students and answer any questions that they may have for me. On Facebook, I can require students to post responses to readings from a homework assignment. With these responses, students can include any information about personal experiences or cultural upbringings that may be relevant to the discussion. This way, students, as well as myself, are learning about one another on a more personal level. Additionally, I can hold discussion nights where I can openly communicate with certain students about a project they are working on and may need help with.
Top Ten Tool Kit- Texts (6-7)
6. Annabel Lee Poem (When Teaching English)
Poe, Edgar Allan. "Annabel Lee." PoemHunter.com. N.p. n.p. Web. 11 January 2011.
Summary: Whether Poe is speaking about a personal encounter or depicting one about another man, this poem is a heartfelt goodbye to true love with reassurance of being together in the future. In the poem, readers are taken back in time to a memory that the speaker is constantly reviewing in his head- a memory about youth and innocent love. As the speaker remembers his relationship with this girl called Annabel Lee, readers soon learn that she was taken ill, died, and was buried in a tomb by the sea. Through it all, the speaker endures pain and loneliness, but is able to find comfort, even at night, for love's light shines through the darkest sky.
Lastly, a piece wouldn't be considered Poe's if it didn't include some strange occurrence. At the end, readers are troubled by the last couple of lines when the speaker talks of sleeping by his maiden's corpse in her tomb. Whether this is realistic or hypothetical, the reader can determine his fate.
In Classroom Techniques: I first read this poem during my middle school years and fell in love with it. I had always been fond of Edgar Allen Poe and read a lot of his books, but I never really understood his poems until studying poetry in 6th grade. It was then that I was able to grasp what poetry really was and even gain a better perspective of who Poe was as a man.
I would like to use this piece when teaching English and helping my students understand the concept of analyzing poetry. When using this poem, I will have my students read the poem individually and try to interpret the meaning, as well as point out other important aspects. Because there is so much meaning behind the piece, my students who are on different reading levels would be able to interpret the lines differently, which would give the entire class more input and different understandings.
After the individual interpretations, students would meet up in groups and compare their meanings to other classmates. In my opinion, group work is a great way for students to gain different understandings from peers and may be open to a whole new realm of thinking. Each group can take in new information and write down additional notes as I walk around and try to push the groups in different directions with the strategy of scaffolding.
At the end, the entire class will have a discussion about the piece and will work together to pick it apart and analyze Poe's meaning behind it all. For homework, I will have my students take home another piece by Poe and try to take what they learned in class to analyze the new poem. Along with analyzing, they will write a summary about the piece and explain what they think the speaker was trying to get across.
Annabel Lee
It was many and many a year ago,
In a kingdom by the sea,
That a maiden there lived whom you may know
By the name of ANNABEL LEE;
And this maiden she lived with no other thought
Than to love and be loved by me.
I was a child and she was a child,
In this kingdom by the sea;
But we loved with a love that was more than love-
I and my Annabel Lee;
With a love that the winged seraphs of heaven
Coveted her and me.
And this was the reason that, long ago,
In this kingdom by the sea,
A wind blew out of a cloud, chilling
My beautiful Annabel Lee;
So that her highborn kinsman came
And bore her away from me,
To shut her up in a sepulchre
In this kingdom by the sea.
The angels, not half so happy in heaven,
Went envying her and me-
Yes!- that was the reason (as all men know,
In this kingdom by the sea)
That the wind came out of the cloud by night,
Chilling and killing my Annabel Lee.
But our love it was stronger by far than the love
Of those who were older than we-
Of many far wiser than we-
And neither the angels in heaven above,
Nor the demons down under the sea,
Can ever dissever my soul from the soul
Of the beautiful Annabel Lee.
For the moon never beams without bringing me dreams
Of the beautiful Annabel Lee;
And the stars never rise but I feel the bright eyes
Of the beautiful Annabel Lee;
And so, all the night-tide, I lie down by the side
Of my darling- my darling- my life and my bride,
In the sepulchre there by the sea,
In her tomb by the sounding sea.
7. Gifted Hands (When Teaching English)
Carson, Ben. Gifted Hands: The Ben Carson Story. Zondervan, 1996. Print.
Summary: This is the powerful tale of a young inner city boy who struggled in school and life, but managed to become the director of pediatric neurosurgery at Johns Hopkins. Though life in the ghetto was hard to face, especially living with a mother who was uneducated, Dr. Carson was able to overcome all obstacles and become a renown surgeon who used his faith and miraculous abilities to perform one of the most challenging surgeries to date: the separation of conjoined twins.
In Classroom Techniques: When reading this story, I still manage to get goose bumps all over my arms. This powerful recollection of struggle, love, and success in important for all to read, especially my students who may come from similar backgrounds. While using this book, I would love to have a class discussion that simply allows my students to open up about the problems that Dr. Carson faced as a child and adult. To me, it's important for my students to be able to speak out and express their thoughts on something that we may read. As part of the lesson, my students will reflect on how the book might have influenced them and what similarities exist between Dr. Carson's life and their own. In this assignment, I want my students to be honest and expressive. This is a powerful book, so I want a powerful response. This can be written in essay form, or my students can some up with something creative, such as drawing or designing a video presentation.
Poe, Edgar Allan. "Annabel Lee." PoemHunter.com. N.p. n.p. Web. 11 January 2011.
Summary: Whether Poe is speaking about a personal encounter or depicting one about another man, this poem is a heartfelt goodbye to true love with reassurance of being together in the future. In the poem, readers are taken back in time to a memory that the speaker is constantly reviewing in his head- a memory about youth and innocent love. As the speaker remembers his relationship with this girl called Annabel Lee, readers soon learn that she was taken ill, died, and was buried in a tomb by the sea. Through it all, the speaker endures pain and loneliness, but is able to find comfort, even at night, for love's light shines through the darkest sky.
Lastly, a piece wouldn't be considered Poe's if it didn't include some strange occurrence. At the end, readers are troubled by the last couple of lines when the speaker talks of sleeping by his maiden's corpse in her tomb. Whether this is realistic or hypothetical, the reader can determine his fate.
In Classroom Techniques: I first read this poem during my middle school years and fell in love with it. I had always been fond of Edgar Allen Poe and read a lot of his books, but I never really understood his poems until studying poetry in 6th grade. It was then that I was able to grasp what poetry really was and even gain a better perspective of who Poe was as a man.
I would like to use this piece when teaching English and helping my students understand the concept of analyzing poetry. When using this poem, I will have my students read the poem individually and try to interpret the meaning, as well as point out other important aspects. Because there is so much meaning behind the piece, my students who are on different reading levels would be able to interpret the lines differently, which would give the entire class more input and different understandings.
After the individual interpretations, students would meet up in groups and compare their meanings to other classmates. In my opinion, group work is a great way for students to gain different understandings from peers and may be open to a whole new realm of thinking. Each group can take in new information and write down additional notes as I walk around and try to push the groups in different directions with the strategy of scaffolding.
At the end, the entire class will have a discussion about the piece and will work together to pick it apart and analyze Poe's meaning behind it all. For homework, I will have my students take home another piece by Poe and try to take what they learned in class to analyze the new poem. Along with analyzing, they will write a summary about the piece and explain what they think the speaker was trying to get across.
Annabel Lee
It was many and many a year ago,
In a kingdom by the sea,
That a maiden there lived whom you may know
By the name of ANNABEL LEE;
And this maiden she lived with no other thought
Than to love and be loved by me.
I was a child and she was a child,
In this kingdom by the sea;
But we loved with a love that was more than love-
I and my Annabel Lee;
With a love that the winged seraphs of heaven
Coveted her and me.
And this was the reason that, long ago,
In this kingdom by the sea,
A wind blew out of a cloud, chilling
My beautiful Annabel Lee;
So that her highborn kinsman came
And bore her away from me,
To shut her up in a sepulchre
In this kingdom by the sea.
The angels, not half so happy in heaven,
Went envying her and me-
Yes!- that was the reason (as all men know,
In this kingdom by the sea)
That the wind came out of the cloud by night,
Chilling and killing my Annabel Lee.
But our love it was stronger by far than the love
Of those who were older than we-
Of many far wiser than we-
And neither the angels in heaven above,
Nor the demons down under the sea,
Can ever dissever my soul from the soul
Of the beautiful Annabel Lee.
For the moon never beams without bringing me dreams
Of the beautiful Annabel Lee;
And the stars never rise but I feel the bright eyes
Of the beautiful Annabel Lee;
And so, all the night-tide, I lie down by the side
Of my darling- my darling- my life and my bride,
In the sepulchre there by the sea,
In her tomb by the sounding sea.
7. Gifted Hands (When Teaching English)
Carson, Ben. Gifted Hands: The Ben Carson Story. Zondervan, 1996. Print.
Summary: This is the powerful tale of a young inner city boy who struggled in school and life, but managed to become the director of pediatric neurosurgery at Johns Hopkins. Though life in the ghetto was hard to face, especially living with a mother who was uneducated, Dr. Carson was able to overcome all obstacles and become a renown surgeon who used his faith and miraculous abilities to perform one of the most challenging surgeries to date: the separation of conjoined twins.
In Classroom Techniques: When reading this story, I still manage to get goose bumps all over my arms. This powerful recollection of struggle, love, and success in important for all to read, especially my students who may come from similar backgrounds. While using this book, I would love to have a class discussion that simply allows my students to open up about the problems that Dr. Carson faced as a child and adult. To me, it's important for my students to be able to speak out and express their thoughts on something that we may read. As part of the lesson, my students will reflect on how the book might have influenced them and what similarities exist between Dr. Carson's life and their own. In this assignment, I want my students to be honest and expressive. This is a powerful book, so I want a powerful response. This can be written in essay form, or my students can some up with something creative, such as drawing or designing a video presentation.
Monday, January 3, 2011
Occasional Paper- Cooking
I have always hated cooking. Not the solution to the entire ordeal... just the process of it all. The collection of items, the numerous checks to make sure that every part of the recipe is accounted for, the actual cooking practice, and finally... the cleanup. Overall, cleaning up the mess that accumulates after cooking is the major component that causes me to dislike this art completely, which seems ironic seeing that I am Italian.
A few months ago, I had the chance of visiting the Children's Museum in Greensboro and toured the Edible Schoolyard. Being a new native to Greensboro, I was fascinated with the exhibit and garden, as well as the location in downtown Greensboro. Preferring the science concentration over English for my Middle School major, I was fascinated with the museum. I enjoyed the programs and activities that they provided inside the building, but I especially enjoyed walking around the garden. As mentioned before, I hate cooking, but after seeing how their Edible Schoolyard has developed and assisted in other school programs, my feelings towards the making of food changed. While at the museum, I was given the opportunity to pick any of the foods that were available and in season. I partook by picking out peppers, tomatoes, and seasoning. Furthermore, I put the foods together inside the museum's kitchen and developed my own dish, which turned out to be salsa. Though I dislike the cooking and cleaning process, I did enjoy making a little dish at the museum. I believe it has something to do with the overall atmosphere of the garden, as well as the fact that these foods were fresh from the garden. Also, the idea that the garden provides educational importance when it comes to science, I am up for trying anything that I could incorporate in the classroom... yes, even cooking :)
After visiting the museum, I was reassured that science is still everywhere, even in things I personally don't like. I tell my students this all the time, but I need the revelation myself as a teacher sometimes. Understanding that cooking is a science in itself, between the chemical mixing of ingredients and physical changes from the access of heat from a stove top or oven, I was happy to configure that cooking was a science topic that I could bring up in class and spark students' interests, even if it got messy. In fact, the dirty work is what makes science so fun. Overall, visiting the museum gave me more ideas to use within the classroom, including a future trip to the Edible Schoolyard itself.
A few months ago, I had the chance of visiting the Children's Museum in Greensboro and toured the Edible Schoolyard. Being a new native to Greensboro, I was fascinated with the exhibit and garden, as well as the location in downtown Greensboro. Preferring the science concentration over English for my Middle School major, I was fascinated with the museum. I enjoyed the programs and activities that they provided inside the building, but I especially enjoyed walking around the garden. As mentioned before, I hate cooking, but after seeing how their Edible Schoolyard has developed and assisted in other school programs, my feelings towards the making of food changed. While at the museum, I was given the opportunity to pick any of the foods that were available and in season. I partook by picking out peppers, tomatoes, and seasoning. Furthermore, I put the foods together inside the museum's kitchen and developed my own dish, which turned out to be salsa. Though I dislike the cooking and cleaning process, I did enjoy making a little dish at the museum. I believe it has something to do with the overall atmosphere of the garden, as well as the fact that these foods were fresh from the garden. Also, the idea that the garden provides educational importance when it comes to science, I am up for trying anything that I could incorporate in the classroom... yes, even cooking :)
After visiting the museum, I was reassured that science is still everywhere, even in things I personally don't like. I tell my students this all the time, but I need the revelation myself as a teacher sometimes. Understanding that cooking is a science in itself, between the chemical mixing of ingredients and physical changes from the access of heat from a stove top or oven, I was happy to configure that cooking was a science topic that I could bring up in class and spark students' interests, even if it got messy. In fact, the dirty work is what makes science so fun. Overall, visiting the museum gave me more ideas to use within the classroom, including a future trip to the Edible Schoolyard itself.
Top Ten Tool Kit- Strategies (4-5)
4. Drawing and Illustrating (Reading Comprehension) Drawing and illustrating techniques are the developments of sketches, diagrams, charts, etc., by students to help them understand something that may be hard to grasp by just reading or listening. According to Harvey Daniels, drawing a concept can help students retain or digest the information for a longer period of time than reading alone. Because of this, it is appropriate to allow the students to use this strategy at any time that a lesson may be taking place. How this strategy works is simple: during a difficult lesson, such as cell make-up, students can draw the different parts of the cells, while labeling them and writing the function of these parts in quick notes beside the pictures. Drawing the cell parts can help one understand what a text book can't explain in its wording. Whatever it takes for each student to learn, whether it's taking notes or drawing quick pictures, he or she should practice any strategy in order to strive and excel.
During a study of plants in a science lesson, I will give my students the opportunity to go outside to explore various plants/trees/flowers that may fall under various categories and families. To help my students distinguish the plants and remember what was seen, I will encourage them to draw and label pictures that will be helpful to them at a later time in their science journals. This way, the visual learners won't be dependent on looking up plants and their characteristics in a book. Instead, they can learn through a more successful strategy. After the drawings are complete, the students will be able to have personal notes and illustrations of their own, rather than what's written in words in a book.
5. Rubrics (Assessment) Overall, a rubric is an organized chart of information that guides a student that distinguishes between levels of performance or completion of an assignment. A rubric is helpful for a teacher in that it is used as a scoring guide to help develop a final grade. A rubric is a great resource to use when assigning a major project or paper to students. More importantly, the easy to follow guide, which may consist of boxes ranging in order from desired performance to a low/failing grade, is great to use because students have an idea of what needs to be accomplished in order to receive a final grade on a major assignment. Also, rubrics hold students accountable for their work- they can't say "they didn't know." Rubrics may come in many forms or designs. Between the traditional styles, which is simply a chart of boxes with descriptions/expectations in each or a list of requirements, to newer ideas, such as the "tic-tac-toe" method, teachers have a variety of rubrics to choose from to make it easier for students to understand and follow.
While teaching my students about the cell and parts of the cell, I will give my students a project that requires them to design a factory or store of their choice that contains rooms/machines/people, etc., which depict the functions that cell parts perform. This complex project would be greatly helpful when accompanied by a rubric for my students. The rubric would follow the traditional rubric style (organized boxes that range in score), that my students can hold on to for guidance to complete an ideal project. As mentioned before, it will contain a description in each box and numbers/letter grade beside each box so that each student knows what to include for a particular grade, as well as help me easily grade each assignment appropriately.
During a study of plants in a science lesson, I will give my students the opportunity to go outside to explore various plants/trees/flowers that may fall under various categories and families. To help my students distinguish the plants and remember what was seen, I will encourage them to draw and label pictures that will be helpful to them at a later time in their science journals. This way, the visual learners won't be dependent on looking up plants and their characteristics in a book. Instead, they can learn through a more successful strategy. After the drawings are complete, the students will be able to have personal notes and illustrations of their own, rather than what's written in words in a book.
5. Rubrics (Assessment) Overall, a rubric is an organized chart of information that guides a student that distinguishes between levels of performance or completion of an assignment. A rubric is helpful for a teacher in that it is used as a scoring guide to help develop a final grade. A rubric is a great resource to use when assigning a major project or paper to students. More importantly, the easy to follow guide, which may consist of boxes ranging in order from desired performance to a low/failing grade, is great to use because students have an idea of what needs to be accomplished in order to receive a final grade on a major assignment. Also, rubrics hold students accountable for their work- they can't say "they didn't know." Rubrics may come in many forms or designs. Between the traditional styles, which is simply a chart of boxes with descriptions/expectations in each or a list of requirements, to newer ideas, such as the "tic-tac-toe" method, teachers have a variety of rubrics to choose from to make it easier for students to understand and follow.
While teaching my students about the cell and parts of the cell, I will give my students a project that requires them to design a factory or store of their choice that contains rooms/machines/people, etc., which depict the functions that cell parts perform. This complex project would be greatly helpful when accompanied by a rubric for my students. The rubric would follow the traditional rubric style (organized boxes that range in score), that my students can hold on to for guidance to complete an ideal project. As mentioned before, it will contain a description in each box and numbers/letter grade beside each box so that each student knows what to include for a particular grade, as well as help me easily grade each assignment appropriately.
Top Ten Tool Kit- Texts (3-5)
3. The Water Cycle Webquest (When Teaching Science)
Castrovinci, Katie. "The Water Cycle." Wix.com. N.p. 20 November 2010. Web. 3 January 2011. (http://www.wix.com/squanto_wad/thewatercycle2)
Summary: I designed this webquest for my 7th grade science students last semester. The purpose of this webquest is to introduce my students to the concept of the water cycle and the different locations that water may travel through on Earth before reentering the clouds in the atmosphere. As part of the webquest assignment, the students are asked to travel the water cycle with "Droplet," the water molecule that has fallen from his home- the clouds. Using a die and cards with numbers on the face of each card, the students are charting the various routes they can take with Droplet as the role a die and move on to the next location.
In Classroom Techniques: When teaching a science lesson, I would use the same format and directions that were mentioned previously. This task could be completed individually, or in groups, depending on time and number of students. Overall, this webquest is great for students on different reading levels. For those who are at average or above, the directions may come clear to them and completing the activity may not be too much of an issue. For students who may struggle and will need assistance, such as ESL's, the pictures depicting the various locations that water can travel will be very helpful to follow and understand where to go next. When having my students complete the webquest, I can have them get together into groups to compare the journeys that were completed, because not everyone will travel the water cycle the same way. During this discussion, I will provide my students with post assessment questions to see if they were able to grasp the true purpose of this assignment, as well as detailed questions that require them to think, such as explaining why water may stay in certain locations (such as the ocean), longer and do seasonal changes have any effect on how fast/slower water will move through the cycle.
4. The Twilight Saga
Meyer, Stephanie. Twilight. Little, Brown and Company: New York, 2005. Print.
Summary: Written for an audience of all ages, the Twilight series has sparked much interest since the first book was released over 5 years ago. Describing the life of Bella, the young teen who is forced to move to the small town of Forks, readers learn of the love that soon develops between the young girl and Edward, a vampire. Whether you're rooting for "Team Edward" or "Team Jacob" (the young man who Bella soon discovers is a ware wolf), this series of texts, along with the drama filled movies, has captured the hearts of people all over the world and continues to be an entertainment focus as the final movie hits theaters this year.
In Classroom Techniques: Not only would I have my students read these books for content purposes, which greatly include a wide range of gender and cultural diversity, I would encourage the readings of these books because of the pure entertainment and excitement that they provide for all readers, including myself :) Chapter after chapter, the interest of these books deepens and the questions are still left unanswered. Only when one reads all 4 books is when satisfaction is reached and understanding is comprehended.
Going back to content, I would have my students read these books because they provide understanding about diversity amongst gender and culture. Readers will soon learn the different roles that each of the characters play in these books, as well as the importance that both the males and females have in their communities. For instance, the vampires, both male and female, each have different roles within the family and are dependent on by others who don't have the same abilities. My students will come to understand the differences between the vampire culture and ware wolf culture, as described in the book. For instance, how the vampires survive amongst humans compared to the living conditions of Jacob's clan, the ware wolves. Also, the books are great for people of various reading abilities. No matter how well one may read, the story of this series will grab interest in the first chapter and hold on tight until the final paragraph in the last book.
5. Weird Al Parodies
Yankovic, Al. "Another One Rides the Bus." Weird Al. Cherokee Studios, 1980. Lyrics.
Summary: "Weird Al" Yankovic is know for his humorous parodies that mock the original versions of well known songs. In the following parody, Weird Al changes the meaning and lyrics of "Another One Bites the Dust" to his own version of "Another One Rides the Bus." In this song, Al is recalling a time he rode on a bus and described the events that took place while aboard. Overall, his parodies, including this one, provide comedic entertainment for listeners and give different outlooks on these songs than the previous ones.
(Chorus)
Another one rides the bus
Another one rides the bus
Another comes on and another comes on
Another one rides the bus
Hey, who's gonna sit by you
Another one rides the bus
There's a suitcase poking me in the ribs
There's an elbow in my ear
There's a smelly old bum standing next to me
Hasn't showered in a year
I think I'm missing a contact lens
I think my wallet's gone
And I think this bus is stopping again
To let a couple more freaks get on look out
In Classroom Techniques: When teaching an English lesson, writing and understanding parodies can be a fun activity to complete, especially for students who struggle to read and write. For my struggling readers/writers, I will assign them to design a parody about a topic of their choice, preferably something that interests them. Then, they can choose the beat of a well known song and change the words (not the rhythm) to meet the tune of that song. Not only is this activity fun and creative, students will have fun understanding first hand what a parody is and how to develop one. Also, being able to successfully create a parody can lead to better writing skills and a developed liking for those who tend to lack behind.
Below are links to Weird Al videos that are fun and resourceful for this topic. Enjoy :)
White and Nerdy
Eat It
Amish Paradise
Castrovinci, Katie. "The Water Cycle." Wix.com. N.p. 20 November 2010. Web. 3 January 2011. (http://www.wix.com/squanto_wad/thewatercycle2)
Summary: I designed this webquest for my 7th grade science students last semester. The purpose of this webquest is to introduce my students to the concept of the water cycle and the different locations that water may travel through on Earth before reentering the clouds in the atmosphere. As part of the webquest assignment, the students are asked to travel the water cycle with "Droplet," the water molecule that has fallen from his home- the clouds. Using a die and cards with numbers on the face of each card, the students are charting the various routes they can take with Droplet as the role a die and move on to the next location.
In Classroom Techniques: When teaching a science lesson, I would use the same format and directions that were mentioned previously. This task could be completed individually, or in groups, depending on time and number of students. Overall, this webquest is great for students on different reading levels. For those who are at average or above, the directions may come clear to them and completing the activity may not be too much of an issue. For students who may struggle and will need assistance, such as ESL's, the pictures depicting the various locations that water can travel will be very helpful to follow and understand where to go next. When having my students complete the webquest, I can have them get together into groups to compare the journeys that were completed, because not everyone will travel the water cycle the same way. During this discussion, I will provide my students with post assessment questions to see if they were able to grasp the true purpose of this assignment, as well as detailed questions that require them to think, such as explaining why water may stay in certain locations (such as the ocean), longer and do seasonal changes have any effect on how fast/slower water will move through the cycle.
4. The Twilight Saga
Meyer, Stephanie. Twilight. Little, Brown and Company: New York, 2005. Print.
Summary: Written for an audience of all ages, the Twilight series has sparked much interest since the first book was released over 5 years ago. Describing the life of Bella, the young teen who is forced to move to the small town of Forks, readers learn of the love that soon develops between the young girl and Edward, a vampire. Whether you're rooting for "Team Edward" or "Team Jacob" (the young man who Bella soon discovers is a ware wolf), this series of texts, along with the drama filled movies, has captured the hearts of people all over the world and continues to be an entertainment focus as the final movie hits theaters this year.
In Classroom Techniques: Not only would I have my students read these books for content purposes, which greatly include a wide range of gender and cultural diversity, I would encourage the readings of these books because of the pure entertainment and excitement that they provide for all readers, including myself :) Chapter after chapter, the interest of these books deepens and the questions are still left unanswered. Only when one reads all 4 books is when satisfaction is reached and understanding is comprehended.
Going back to content, I would have my students read these books because they provide understanding about diversity amongst gender and culture. Readers will soon learn the different roles that each of the characters play in these books, as well as the importance that both the males and females have in their communities. For instance, the vampires, both male and female, each have different roles within the family and are dependent on by others who don't have the same abilities. My students will come to understand the differences between the vampire culture and ware wolf culture, as described in the book. For instance, how the vampires survive amongst humans compared to the living conditions of Jacob's clan, the ware wolves. Also, the books are great for people of various reading abilities. No matter how well one may read, the story of this series will grab interest in the first chapter and hold on tight until the final paragraph in the last book.
5. Weird Al Parodies
Yankovic, Al. "Another One Rides the Bus." Weird Al. Cherokee Studios, 1980. Lyrics.
Summary: "Weird Al" Yankovic is know for his humorous parodies that mock the original versions of well known songs. In the following parody, Weird Al changes the meaning and lyrics of "Another One Bites the Dust" to his own version of "Another One Rides the Bus." In this song, Al is recalling a time he rode on a bus and described the events that took place while aboard. Overall, his parodies, including this one, provide comedic entertainment for listeners and give different outlooks on these songs than the previous ones.
(Chorus)
Another one rides the bus
Another one rides the bus
Another comes on and another comes on
Another one rides the bus
Hey, who's gonna sit by you
Another one rides the bus
There's a suitcase poking me in the ribs
There's an elbow in my ear
There's a smelly old bum standing next to me
Hasn't showered in a year
I think I'm missing a contact lens
I think my wallet's gone
And I think this bus is stopping again
To let a couple more freaks get on look out
In Classroom Techniques: When teaching an English lesson, writing and understanding parodies can be a fun activity to complete, especially for students who struggle to read and write. For my struggling readers/writers, I will assign them to design a parody about a topic of their choice, preferably something that interests them. Then, they can choose the beat of a well known song and change the words (not the rhythm) to meet the tune of that song. Not only is this activity fun and creative, students will have fun understanding first hand what a parody is and how to develop one. Also, being able to successfully create a parody can lead to better writing skills and a developed liking for those who tend to lack behind.
Below are links to Weird Al videos that are fun and resourceful for this topic. Enjoy :)
White and Nerdy
Eat It
Amish Paradise
Monday, December 27, 2010
Top Ten Tool Kit- Strategies (1-3)
The following are 3 types of strategies that can be used in my content area. Along with the strategies are descriptions and my personal ideas on how I could incorporate these strategies in a real classroom. Be looking out for future posts on this topic :)
1. Exit Slips (Struggling Readers): Exit slips are responses written by students that reflect on a question (or questions) given before the end of class. Normally short reflections, these slips help a teacher determine where each student stands compared to where he or she needs to be in relation to the unit. Given a few minutes to answer the problem, the students submit the slip of paper in a designated place at the end of class for the teacher to read. Hence the name, students are not to leave the classroom until their "ticket" to leave is dropped off.
For example, I may use an exit strip strategy after teaching a science lesson on density. Being required to teach in the 7th grade, according to the NCSCOS, this topic may be difficult to grasp, especially when having to relate the information to outside experiences or answer tough word problems, such as a problem that asks one to compare the densities of oil and water, and explain the differences. The following are examples of exit slip questions that can be used for the density topic:
Is there anything about today's density lesson that you don't understand?
By thinking more in depth, how could you determine the mass of a small object if you're only given the density and volume? (*remember: density = mass/volume*)
Summarize the lesson in your own words in 2 paragraphs or less.
2. Think Aloud (Reading Comprehension) The think aloud strategy encourages students to think aloud about what they are thinking when faced with problems or answering questions. The purpose of this strategy is to have students publicize their inner speech as they are trying to solve a problem so that a teacher may be able to scaffold a student's way of thinking and help the student make corrections, if needed. "As students think out loud with teachers and with one another, they gradually internalize this dialogue; it becomes their inner speech, the means by which they direct their own behaviors and problem-solving processes" (Tinzmann et al. 1990). By listening to the students' answers, the teacher can listen to see where a student may be and can determine whether or not he or she understands the given issue without further help from an instructor. This type of technique can be used on a daily basis, during any part of a lesson.
Think alouds can take place between student and teacher (as mentioned above), and between student and student. For example, I can pair up my science students in groups of 2 and have each team develop a hypothesis about the following objects' (a paper clip, a raisin, and a penny), densities when placed in a cup of maple syrup. One student can observe the 3 objects and predict (out loud) whether they sink or float when placed in a cup of syrup. At the same time, the other student can listen and write down the partner's response. Next, the students switch roles and the first recorder now spends time by observing and talking out loud about what can be seen, while the other is the new listener and recorder. After both students have gone, they both can talk together and reflect on what each other thought about and what worked and what failed.
3. Word Walls (Struggling Readers) Word walls are organized displays of words that are visible in the classroom for students to see. The purpose of a word wall is to help students with the reading and spelling of certain words that may revolve around the current topic or unit and can be set up in an easy manner: simply clear a wall that will purposely used for the display, staple the words (whether they be vocab, high frequency, word groups, etc.), to the wall, and refer to the wall of words as much as possible for the benefit of the students. Because a word wall can be used as a resource for an entire topic, it can be used throughout the entity of a class period.
When starting a new science unit on weather, I can post the vocabulary words from the chapters on the word wall so that the students start becoming familiar with the terms right away. Over time, new words can be added up as the chapters are read through. When some students are unaware of a certain term, he or she will have the opportunity to post the word up on the wall in order to become more familiar with the word and its appropriate usage.
1. Exit Slips (Struggling Readers): Exit slips are responses written by students that reflect on a question (or questions) given before the end of class. Normally short reflections, these slips help a teacher determine where each student stands compared to where he or she needs to be in relation to the unit. Given a few minutes to answer the problem, the students submit the slip of paper in a designated place at the end of class for the teacher to read. Hence the name, students are not to leave the classroom until their "ticket" to leave is dropped off.
For example, I may use an exit strip strategy after teaching a science lesson on density. Being required to teach in the 7th grade, according to the NCSCOS, this topic may be difficult to grasp, especially when having to relate the information to outside experiences or answer tough word problems, such as a problem that asks one to compare the densities of oil and water, and explain the differences. The following are examples of exit slip questions that can be used for the density topic:
Is there anything about today's density lesson that you don't understand?
By thinking more in depth, how could you determine the mass of a small object if you're only given the density and volume? (*remember: density = mass/volume*)
Summarize the lesson in your own words in 2 paragraphs or less.
2. Think Aloud (Reading Comprehension) The think aloud strategy encourages students to think aloud about what they are thinking when faced with problems or answering questions. The purpose of this strategy is to have students publicize their inner speech as they are trying to solve a problem so that a teacher may be able to scaffold a student's way of thinking and help the student make corrections, if needed. "As students think out loud with teachers and with one another, they gradually internalize this dialogue; it becomes their inner speech, the means by which they direct their own behaviors and problem-solving processes" (Tinzmann et al. 1990). By listening to the students' answers, the teacher can listen to see where a student may be and can determine whether or not he or she understands the given issue without further help from an instructor. This type of technique can be used on a daily basis, during any part of a lesson.
Think alouds can take place between student and teacher (as mentioned above), and between student and student. For example, I can pair up my science students in groups of 2 and have each team develop a hypothesis about the following objects' (a paper clip, a raisin, and a penny), densities when placed in a cup of maple syrup. One student can observe the 3 objects and predict (out loud) whether they sink or float when placed in a cup of syrup. At the same time, the other student can listen and write down the partner's response. Next, the students switch roles and the first recorder now spends time by observing and talking out loud about what can be seen, while the other is the new listener and recorder. After both students have gone, they both can talk together and reflect on what each other thought about and what worked and what failed.
3. Word Walls (Struggling Readers) Word walls are organized displays of words that are visible in the classroom for students to see. The purpose of a word wall is to help students with the reading and spelling of certain words that may revolve around the current topic or unit and can be set up in an easy manner: simply clear a wall that will purposely used for the display, staple the words (whether they be vocab, high frequency, word groups, etc.), to the wall, and refer to the wall of words as much as possible for the benefit of the students. Because a word wall can be used as a resource for an entire topic, it can be used throughout the entity of a class period.
When starting a new science unit on weather, I can post the vocabulary words from the chapters on the word wall so that the students start becoming familiar with the terms right away. Over time, new words can be added up as the chapters are read through. When some students are unaware of a certain term, he or she will have the opportunity to post the word up on the wall in order to become more familiar with the word and its appropriate usage.
Top Ten Tool Kit- Texts (1-2)
The following are a list of texts, videos, poems, articles, etc., that reflect my content area and come along with a short description and my personal ideas on how I could incorporate these texts in a real classroom. Be looking out for future posts on this topic :)
1. Smoky Night (When Teaching English)
Bunting, Eve. Smoky Night. New York: Harcourt, 1994. Print.
Summary: Written to appeal a young audience, such as middle schoolers, Eve Bunting describes the circumstances of two diverse families who are affected in various ways by the LA riots. With the help of these families' cats, the main characters of the book are able to look past their differences during the urban violence to mend a broken relationship. Along with the simplified wording that can benefit students on average to lower reading levels, the book is accompanied by extravagant collage like pictures designed by David Diaz, who later earned the Caldecott Medal for his astounding acrylic work.
In Classroom Techniques: While teaching an English class, this book is great to use during a unit that may incorporate the challenges that people of different cultural/ethnic backgrounds face on a normal basis. For an in class activity to understand the major concept of this book, I will start a discussion amongst my students that will require them to open up about their own struggles due to their backgrounds. For example, I may reflect on my own childhood and discuss the challenges that I faced due to my American Indian culture. From my dark complexion to my hair, I will describe the problems that I faced as a result of it. As part of this discussion, each student will reflect on the challenges that he or she might have faced growing up and describe to their classmates how the issues affected their personnel today. At the end of the discussion, students will group up with one other classmate and write a reflection on what that particular person has been through. For a conclusion, the students will come up with several positive characteristics about the other classmate and present this to the class. In completion of this activity, the students should understand how problems, whether caused by hurtful words or societal disagreements, cause hurt and strife amongst people who may be seen as "different" in the eyes of others. Therefore, all people, whether black, brown, or white, should be respected and seen as equal by peers, and this eye opening revelation can originate within a classroom.
Using a more in-depth analysis, this picture book is a great example to use for discussing symbolism. For students who are struggling with grasping the concept of the usage of symbols, this book is a great example that students can use for deeper understanding and concept of the basic idea of symbolism in writing.
2. Digital Story Telling (When Teaching English)
"Digital Story Telling Classroom Project." ePals Global Community. N.p. n.p. Web. 27 December 2010. (http://www.epals.com/projects/info.aspx?DivID=Digital_overview)
Summary: On this website, students can learn the concept of story telling by organizing information to design a story, develop a cross cultural understanding from others, and gain writing/reading abilities from critiquing peers (which may be beneficial for ELL students).
In Classroom Technique: When using this website, I will create online journals for the students to write in before starting the process of digital story telling. As the website states, the students will answer essential questions (included in the website), in their journals about story telling that give the students background content knowledge about the activity they're going to partake in (the website includes simple instructions and step-by-step lists to aid students of different reading abilities. Examples are given for those who may struggle in fulling understanding certain directions). Based on the background information, students will be able to learn about various cultural groups who partook in story telling and compare the vast gender roles to other cultural groups (some American Indian tribes had the chief tell the stories, while others depended on the chief's wife for ritual story telling). For students who are labeled as ELL, this activity will help them practice the concept of writing so that they may deepen their understanding of the English language. After acquiring background understanding, students will be instructed to develop a topic, write their digital story, include illustrations found online, and then post the journal online for other peers to see. Students will have access to respond to their classmates' journal and make corrections, if necessary. For ELL's, this peer critiquing may help students understand what they need to work on in regards to learning/writing in English.
1. Smoky Night (When Teaching English)
Bunting, Eve. Smoky Night. New York: Harcourt, 1994. Print.
Summary: Written to appeal a young audience, such as middle schoolers, Eve Bunting describes the circumstances of two diverse families who are affected in various ways by the LA riots. With the help of these families' cats, the main characters of the book are able to look past their differences during the urban violence to mend a broken relationship. Along with the simplified wording that can benefit students on average to lower reading levels, the book is accompanied by extravagant collage like pictures designed by David Diaz, who later earned the Caldecott Medal for his astounding acrylic work.
In Classroom Techniques: While teaching an English class, this book is great to use during a unit that may incorporate the challenges that people of different cultural/ethnic backgrounds face on a normal basis. For an in class activity to understand the major concept of this book, I will start a discussion amongst my students that will require them to open up about their own struggles due to their backgrounds. For example, I may reflect on my own childhood and discuss the challenges that I faced due to my American Indian culture. From my dark complexion to my hair, I will describe the problems that I faced as a result of it. As part of this discussion, each student will reflect on the challenges that he or she might have faced growing up and describe to their classmates how the issues affected their personnel today. At the end of the discussion, students will group up with one other classmate and write a reflection on what that particular person has been through. For a conclusion, the students will come up with several positive characteristics about the other classmate and present this to the class. In completion of this activity, the students should understand how problems, whether caused by hurtful words or societal disagreements, cause hurt and strife amongst people who may be seen as "different" in the eyes of others. Therefore, all people, whether black, brown, or white, should be respected and seen as equal by peers, and this eye opening revelation can originate within a classroom.
Using a more in-depth analysis, this picture book is a great example to use for discussing symbolism. For students who are struggling with grasping the concept of the usage of symbols, this book is a great example that students can use for deeper understanding and concept of the basic idea of symbolism in writing.
2. Digital Story Telling (When Teaching English)
"Digital Story Telling Classroom Project." ePals Global Community. N.p. n.p. Web. 27 December 2010. (http://www.epals.com/projects/info.aspx?DivID=Digital_overview)
Summary: On this website, students can learn the concept of story telling by organizing information to design a story, develop a cross cultural understanding from others, and gain writing/reading abilities from critiquing peers (which may be beneficial for ELL students).
In Classroom Technique: When using this website, I will create online journals for the students to write in before starting the process of digital story telling. As the website states, the students will answer essential questions (included in the website), in their journals about story telling that give the students background content knowledge about the activity they're going to partake in (the website includes simple instructions and step-by-step lists to aid students of different reading abilities. Examples are given for those who may struggle in fulling understanding certain directions). Based on the background information, students will be able to learn about various cultural groups who partook in story telling and compare the vast gender roles to other cultural groups (some American Indian tribes had the chief tell the stories, while others depended on the chief's wife for ritual story telling). For students who are labeled as ELL, this activity will help them practice the concept of writing so that they may deepen their understanding of the English language. After acquiring background understanding, students will be instructed to develop a topic, write their digital story, include illustrations found online, and then post the journal online for other peers to see. Students will have access to respond to their classmates' journal and make corrections, if necessary. For ELL's, this peer critiquing may help students understand what they need to work on in regards to learning/writing in English.
Thursday, December 23, 2010
Experiences With Foreign Languages
Throughout my entire term in elementary school, I had a Spanish teacher come in to teach the entire class the basics of this language. In middle school and high school, I took a few more courses, but was never able to completely understand the terms that I was being taught. In regards to how I read/write now in Spanish, I can do neither. Because this was not my first language and I was only taught the basics in the past, my fluency with Spanish is not great and I have not been able to keep any knowledge in my long term memory, aside from the simple and popular "hola!"
Because of my experiences with learning the Spanish language, being able to teach my own students this beautiful language is not possible. Unless I was thrown in a culture completely dependent on the language, I don't think I will be able to become fluent in Spanish. However, because I was only taught the basics of Spanish, I know now that basics are not enough. In turn, I know that my students need to be taught more than the simplest information so that the new knowledge becomes embedded in their minds for future references. Even though I can't teach Spanish, I can teach science and English information, during which extra information is key to remembrance, rather than full dependence on the basics.
The following link is a video that gives tips when teaching a foreign language.
Learning and Teaching Foreign Language
Because of my experiences with learning the Spanish language, being able to teach my own students this beautiful language is not possible. Unless I was thrown in a culture completely dependent on the language, I don't think I will be able to become fluent in Spanish. However, because I was only taught the basics of Spanish, I know now that basics are not enough. In turn, I know that my students need to be taught more than the simplest information so that the new knowledge becomes embedded in their minds for future references. Even though I can't teach Spanish, I can teach science and English information, during which extra information is key to remembrance, rather than full dependence on the basics.
The following link is a video that gives tips when teaching a foreign language.
Learning and Teaching Foreign Language
Extra, Extra... READ All About It!
My encounters with bookstores or libraries are vague, but I can remember a great experience during my early educational years. A few times throughout the year, my school would host the Scholastic Book Fair. During this time, books, toys, and posters were set up in the library for about a week, and each class was given an opportunity to explore the fair early in the week. Attending these fairs and seeing the new books being sold influenced me to save up money for the fairs, during which I bought some of my favorite books. Deepening my knowledge of reading was one benefit of these stores as I collected new pieces every year. As a result, I (even today as a young adult), get overly excited when I see posters announcing a future fair in a school because I remember the pleasure that I experienced when reading my new books. Most of the books that I bought were the ones that lead to my obsession of reading. Today, as a valued reader, I enjoy buying new books to add to my collection that has accumulated throughout the years.
For my future classroom, I hope to use these book fairs for my students. Not for personal reading pleasure, but for the purpose of buying teaching resources and books that may prove to be useful for my students. With the resources and books for the students, I hope to develop lessons and carry books that derive interest from my students. Also, I want my students to feel as motivated as I was to buy books that not only are related to classroom topics, but can improve the reading skills of students and heighten their concern with school.
For my future classroom, I hope to use these book fairs for my students. Not for personal reading pleasure, but for the purpose of buying teaching resources and books that may prove to be useful for my students. With the resources and books for the students, I hope to develop lessons and carry books that derive interest from my students. Also, I want my students to feel as motivated as I was to buy books that not only are related to classroom topics, but can improve the reading skills of students and heighten their concern with school.
Writing Is a Form of Personal Freedom...
...but this freedom cannot be solidified if one is unable to write. In middle school and high school, I was given many opportunities to complete writing activities that proved to be extremely useful in the classroom setting. Not only did most of these assignments help me improve my skills in writing, as well as in reading, they helped me enjoy the subject and lessons even more as the semester passed by. For instance, I was required to put together a science journal for my 8th grade science class. In this journal, I wrote down questions, observations, and conclusions after completing science labs with the rest of the class. In the journal, I was allowed to draw pictures and make relationships between what I was learning and what I encountered outside the classroom. Making such connections allowed me to figure out how science truly existed in the outside world, not just within the class itself. Also, my skills in writing greatly improved as my instructor would collect the journals on a weekly basis and positively correct our ways of writing if wrong. The simple criticisms didn't make me feel bad about myself. Instead, I was able to see what needed to be worked on (grammatically), and transform my ways for the better. As a result of these journals, I became a more confident writing and learned to love the subject of science which is why, today, I want to teach it to my own students in the future.
When teaching, I want to use a similar strategy/activity when helping my students improve their writing skills. I want to be able to offer improvement skills that can better influence them to write in a more professional manner. Also, I want them to love the subject of science by incorporating their own thoughts and ideas into the journals and other types of activities, such as group inquiries or games designed by teams of students at the end of the unit. Such strategies of teaching, I hope, will push the students to see what they need to improve in regards to writing and make corrections for future cases in my class or later semesters.
The following is a link to a video that contains different activities for writing in middle school classrooms.
Writing Activities in Middle School
When teaching, I want to use a similar strategy/activity when helping my students improve their writing skills. I want to be able to offer improvement skills that can better influence them to write in a more professional manner. Also, I want them to love the subject of science by incorporating their own thoughts and ideas into the journals and other types of activities, such as group inquiries or games designed by teams of students at the end of the unit. Such strategies of teaching, I hope, will push the students to see what they need to improve in regards to writing and make corrections for future cases in my class or later semesters.
The following is a link to a video that contains different activities for writing in middle school classrooms.
Writing Activities in Middle School
"A Room Without a Book is like a Body Without a Soul"
Favorite/Least Favorite Books:
As a child, this was my life. Books, books... and more BOOKS! I was always seen with a book and had the hardest time putting them down. From horror stories to the tales of the Boxcar Children, I was fascinated by the imaginations of the various authors whose pieces I consumed my awaken time with. Because of my love for reading, I believe I was able to shape my skills of literacy and found out early was types of books I was/was not interested in. When it came to my own classroom experiences, I was able to keep up with the reading material and comprehension on what was being discussed throughout each paragraph. However, I did find out quickly in high school that I was not a fan of Shakespeare. Though beautiful, his graceful words and poetic symbolism was hard for me to grasp and I struggled to make sense of the true meaning of each piece that I read.
When teaching, I am going to encourage my students to pick up on the same routine that I followed as a young teen. Instead of pushing my students to pick up and read the same book as a class, I hope to have various books that my students can choose from that are related to the particular unit topic. By having my students choose what they want to read, they have more freedom to choose and are more likely to pick out something that may interest them, rather than being stuck with the same piece that their neighbor is wasting away with. By allowing my students to have free reign on what they want to read, I hope to help them spark some kind of interest in a topic, which can push them to further explore their journeys of literacy.
The following are the covers on the front of my favorite book series: The Little House on the Prairie. Each book, which depicted the personal accounts of Laura Ingalls Wilder, allowed me to fall in love with the life on the prairie with the challenges of finding shelter and a new life.
As a child, this was my life. Books, books... and more BOOKS! I was always seen with a book and had the hardest time putting them down. From horror stories to the tales of the Boxcar Children, I was fascinated by the imaginations of the various authors whose pieces I consumed my awaken time with. Because of my love for reading, I believe I was able to shape my skills of literacy and found out early was types of books I was/was not interested in. When it came to my own classroom experiences, I was able to keep up with the reading material and comprehension on what was being discussed throughout each paragraph. However, I did find out quickly in high school that I was not a fan of Shakespeare. Though beautiful, his graceful words and poetic symbolism was hard for me to grasp and I struggled to make sense of the true meaning of each piece that I read.
When teaching, I am going to encourage my students to pick up on the same routine that I followed as a young teen. Instead of pushing my students to pick up and read the same book as a class, I hope to have various books that my students can choose from that are related to the particular unit topic. By having my students choose what they want to read, they have more freedom to choose and are more likely to pick out something that may interest them, rather than being stuck with the same piece that their neighbor is wasting away with. By allowing my students to have free reign on what they want to read, I hope to help them spark some kind of interest in a topic, which can push them to further explore their journeys of literacy.
The following are the covers on the front of my favorite book series: The Little House on the Prairie. Each book, which depicted the personal accounts of Laura Ingalls Wilder, allowed me to fall in love with the life on the prairie with the challenges of finding shelter and a new life.
Keeping Up with... Katie
As I start a new semester here at UNCG, I am encountering an extremely beneficial class about Literacy in the Content Area. As part of course, I am required to keep up my blog and include various posts for future grades. As part of my first major assignment, I am going to include 4 additional posts, along with this one, that encompass my personal history with literacy and how it may affect my future classroom. Though these posts will not be too personal about my past and present experiences in life, such as a reality shows, you will gain a better understanding of who I am and how my past occurrences with literacy shape my persona today.
So sit back and enjoy.
***
What, When, And How I Read/Write Now
In the past, I was not up to date with the online programs and resources that my friends used when it came to expressing themselves. I was too worried that such writings could result in a reality show like atmosphere that I watch every week, such as Keeping Up with the Kardashians (hence the name of this blog title). Such internet programs, such as Xanga, MySpace, Facebook, Blogger, etc., were online tools that I had heard of, but never got in to. However, I finally caught up to the common trends and was able to grasp the true benefits of such ideals. For one, I could keep up with my friends' personal lives through their own webpages. Additionally, having such pages, such as my blog, gave me the opportunity to be myself. Because of my blog, I am able to catch up on my reading material and can write in whichever manner I want to. For the first time ever, I have been able to feel at ease with myself because I can get anything off my chest and not be judged by it. Between the creative titles to the pictures/videos that relate to the topic at hand, blogging and keeping up with other online tools keeps me connected and in-tune with myself and others. Because of the benefits of the present online assets, I want to require my own students to keep up with online blogs or journals that allow them to express themselves and make contact with their other classmates. In doing this, other classmates, or myself, could take part and comment on the other blogs and make any comments or suggestions that can help improve the quality and work of each student. Additionally, these corrections could benefit my students in case they are required to write up reports or reflections from past experiences while taking part in a group assignment or science observation.
The following links are examples of other blogs that I follow. Enjoy the different ideas that the creators are bringing forth for their viewers and the various designs and topics that are included, as well.
Suz's Blog: In the Classroom with Suz
Don's Blog: Everyday Educator
Makenzie's Blog: Multifarious Musings
So sit back and enjoy.
***
What, When, And How I Read/Write Now
In the past, I was not up to date with the online programs and resources that my friends used when it came to expressing themselves. I was too worried that such writings could result in a reality show like atmosphere that I watch every week, such as Keeping Up with the Kardashians (hence the name of this blog title). Such internet programs, such as Xanga, MySpace, Facebook, Blogger, etc., were online tools that I had heard of, but never got in to. However, I finally caught up to the common trends and was able to grasp the true benefits of such ideals. For one, I could keep up with my friends' personal lives through their own webpages. Additionally, having such pages, such as my blog, gave me the opportunity to be myself. Because of my blog, I am able to catch up on my reading material and can write in whichever manner I want to. For the first time ever, I have been able to feel at ease with myself because I can get anything off my chest and not be judged by it. Between the creative titles to the pictures/videos that relate to the topic at hand, blogging and keeping up with other online tools keeps me connected and in-tune with myself and others. Because of the benefits of the present online assets, I want to require my own students to keep up with online blogs or journals that allow them to express themselves and make contact with their other classmates. In doing this, other classmates, or myself, could take part and comment on the other blogs and make any comments or suggestions that can help improve the quality and work of each student. Additionally, these corrections could benefit my students in case they are required to write up reports or reflections from past experiences while taking part in a group assignment or science observation.
The following links are examples of other blogs that I follow. Enjoy the different ideas that the creators are bringing forth for their viewers and the various designs and topics that are included, as well.
Suz's Blog: In the Classroom with Suz
Don's Blog: Everyday Educator
Makenzie's Blog: Multifarious Musings
Tuesday, December 7, 2010
Obama @ Forsyth Tech
Today, President Obama traveled to Winston Salem, NC, to discuss the importance of taxes, jobs, and education here in NC. Though I wasn't able to see him personally during his speech, I was able to see him and Michelle pass by on the opposite side of I-40 in their limo that was surrounded by security. What's even more exciting, Obama spoke at the college that I just transferred from last semester (Forsyth Technical Community College). Here is a video clip that was filmed today from the school. Enjoy :)
*Tune in when he starts discussing education*
Obama Video
*Tune in when he starts discussing education*
Obama Video
Subscribe to:
Posts (Atom)
