When I first looked at unit 2 I thought that it was going to be a little boring but as I dove in and read it I found it filled with exciting fun ideas for the students and that always makes me happy! I also realized how important it is to plan each detail and task based on the students needs.
I liked all of the units but I chose units three and four.
Unit Three
What the students will know is: the plants needs. (At the end when students do their sharing)>
What the students will understand is: Plants have needs that must be met in order for them to grow and survive (by using the graphic organizer comparing our needs to plants needs, also doing the experiments.)
What the students will be able to do: They will explain what plants need.
Describe, compare, and contrast (People needs/Plant needs) Work independently on assigned tasks based on students readiness), Work cooperatively when doing the plant needs experiment worksheet. Jigsaw activity where students shared their findings with their new groups.
Unit Four
What the students will know is: The names and functions of plant parts.
What the students will understand is: Each plant part has a specific job that helps the plant (Through the small group research and pansy experiment).
If one plant part cannot do its job, the the whole plant suffers (through debate about which part is the most important and connections to classwork).
What the students will be able to do: They will identify and describe plant parts and the role of each plant part (small group research and product assignments based on interest, act as detectives, read books), Carry out simple experiments (doing the pansy experiment), Work Cooperatively (work in small group research group).
The units were fun and I especially liked the Teacher Commentary section because it gave me a deeper understanding as to why the teacher did things the way he/she did.
Sunday, November 1, 2009
Sunday, October 25, 2009
Differentiation Week 8
I truly enjoyed taking some time and reading over the many teaching tools found in the Toolbox. What I realized is that they are much more complex than I thought they were. They definitely have objectives and assessments.
Some of my favorites to learn about were the Learning Menus, Think-Tac-Toe, and RAFT activities. I think the best part of all three of these is the fact that students get to make choices. They choose what tasks they want to do based on their interest, readiness, or learning profiles. This way they can all learn the material while being fully engaged doing something that they enjoy doing. It makes so much sense.
I really appreciated seeing how these activities can also be tiered. I had experience in helping to make the Think Tac-Toe. I like the idea of making the center be an activity that I want all of the students to do and then letting them choose what other tasks appeal to them. I also learned other ways to tier it.
The Rubrics and Journals also made a lot of sense. I know as a student it is so nice to know exactly what is important to put in my papers. Rubrics make it so the students know exactly what we as teachers are looking for. The journal idea is so nice because you can see exactly what is going on and it shows the students progress over time, which is so valuable.
I think that while looking this over it confirmed to me that these activities are not just busy work for the students but they are intended for student learning.
Some of my favorites to learn about were the Learning Menus, Think-Tac-Toe, and RAFT activities. I think the best part of all three of these is the fact that students get to make choices. They choose what tasks they want to do based on their interest, readiness, or learning profiles. This way they can all learn the material while being fully engaged doing something that they enjoy doing. It makes so much sense.
I really appreciated seeing how these activities can also be tiered. I had experience in helping to make the Think Tac-Toe. I like the idea of making the center be an activity that I want all of the students to do and then letting them choose what other tasks appeal to them. I also learned other ways to tier it.
The Rubrics and Journals also made a lot of sense. I know as a student it is so nice to know exactly what is important to put in my papers. Rubrics make it so the students know exactly what we as teachers are looking for. The journal idea is so nice because you can see exactly what is going on and it shows the students progress over time, which is so valuable.
I think that while looking this over it confirmed to me that these activities are not just busy work for the students but they are intended for student learning.
Sunday, October 18, 2009
Differentiation Week 7
Chapter seven solidifies what I've learned as I've come back to school and that is, that teaching is hard work. There are a million reasons why it is hard. However, with the tools that I've also learned, I feel I will someday be an effective teacher. And from the book, James Strong defines this effectiveness as one creating a positive effect on student achievement as well as other important outcomes that have positive and lasting effects on the lives of students.
Going back to school has also reminded me that learning is also hard work. Just like the book says, People learn better when they feel valued and supported. I know that in order to value and support my learners, I must learn all I can about them. I must create ties with each one of them.
I know as I care for each student it is also important to keep expectations high even if it means that the student must struggle a little. I watched this happen many time in my preschool when a child would find something difficult and want me to do it for them. I would encourage them by reminding them of the Little Blue Engine that we had talked about at the first of the year. Sometimes they would even chant, "I think I can, I think I can" while completing the task and then when they finally accomplished the task, they were so excited. They would say, "I did it, I did it!" I can hardly wait to return to the classroom to experience the joy of each child accomplishing difficult things.
I totally agree with the metaphor about McNulty's mom's gravy. It was so good because she did love it. She loved it so much that she lost herself to it. I feel that is the only way that my teaching will be good as well. I know that it will not always be easy, just as she probably found out at the first that making gravy was not an easy task but with practice, it gets better and better.
I am so excited to get started. I can hardly wait to be an effective teacher and be able to love and care about my students and at the same time teach them the curriculum. Hard??? For sure, but not impossible!!!
Going back to school has also reminded me that learning is also hard work. Just like the book says, People learn better when they feel valued and supported. I know that in order to value and support my learners, I must learn all I can about them. I must create ties with each one of them.
I know as I care for each student it is also important to keep expectations high even if it means that the student must struggle a little. I watched this happen many time in my preschool when a child would find something difficult and want me to do it for them. I would encourage them by reminding them of the Little Blue Engine that we had talked about at the first of the year. Sometimes they would even chant, "I think I can, I think I can" while completing the task and then when they finally accomplished the task, they were so excited. They would say, "I did it, I did it!" I can hardly wait to return to the classroom to experience the joy of each child accomplishing difficult things.
I totally agree with the metaphor about McNulty's mom's gravy. It was so good because she did love it. She loved it so much that she lost herself to it. I feel that is the only way that my teaching will be good as well. I know that it will not always be easy, just as she probably found out at the first that making gravy was not an easy task but with practice, it gets better and better.
I am so excited to get started. I can hardly wait to be an effective teacher and be able to love and care about my students and at the same time teach them the curriculum. Hard??? For sure, but not impossible!!!
Saturday, October 10, 2009
Differentiation Week 6
I feel like chapter 5 discusses such an important factor. If we love our students and have done everything we can to recognize their need for affirmation, contribution, power, purpose, and challenge, We must follow up with a curriculum for them that is important, focused, engaging, demanding and scaffolded.
I feel that many of these things were absent when I went through school. I did a lot of memorizing and I was good at it, but without making any connections, I didn't truly learn much. I think that this is where I can help the students to make connections, and feel like what they are doing has a purpose. I feel like I can make it clear to the students what they are doing and how it leads to the next thing. They can see the value of their work. I know that if I can keep my students engaged, then they will be absorbed and their work will even provoke their curiosity. The work must be demanding, not too hard but not too easy. I must find a way to push my students to maximize their growth. This is where I get to raise the ceiling of performance level for each learner but also raise their support system. I will keep in mind that every child has a need for me and if not, I am not fulfilling my job as a teacher.
It is the teacher's role to determine what is important in curriculum. Once that is decided, it is my job to know the students and then teach them in a way that is best for them to learn. Not just as a whole group but as each individual learner.
After reading chapter 6, I see just how important it is to have each child be involved and to have them make their contribution to the classroom. It is important to have the safe environment so that this happens. Once it happens, then it is my job to find different ways to keep them engaged.
I liked the example of Mr. Johnsons 5th grade class and their study of buoyancy. He plans exactly what his students must know, understand, and be able to do related to the topic. He develops a two tiered inquiry. The first is very structured and then the second one is much less defined. He asks questions and makes observations. In the end he guides them to true statements about the topic. Then he has the students respond by filling in a self-evaluation checklist to critique their own contributions. The students also use a rubric to both guide and assess. He also provides websites related to the topic with different levels of knowledge.
There were many strategies I liked for demanding and supported curriculum and instruction. I liked the tiered approaches where I can present the work at different levels of difficulty. It only makes sense when the students are on so many levels. I know as a teacher I must aim high and take "No Excuses." I realize that this is sometimes difficult. I must keep in mind and convey to them that they can do hard things and they will be stronger for working through the difficulties. I think that celebrating success is very important. I must let them know that their success came from their persistent effort. I like the idea of using computers. This is a way of tiering because seldom do all students use the computers in the same way at the same time. Webquests are an excellent resource. The think alouds are very helpful to get students to verbalize their thinking. as they encounter problems. Small group instruction is so important because if the whole group is not ready to learn it, I am just wasting my time. I want to remember that I can do this spur of the moment based on need or I can have it well planned out.
There are many ways to assist students with their learning. As a teacher I must connect with the learner in a way that is based on the learners own needs. I can only do this by knowing the learner and how the learner views the world. Then I must decide what is most important for the learner to learn and focus on teaching it!
I feel that many of these things were absent when I went through school. I did a lot of memorizing and I was good at it, but without making any connections, I didn't truly learn much. I think that this is where I can help the students to make connections, and feel like what they are doing has a purpose. I feel like I can make it clear to the students what they are doing and how it leads to the next thing. They can see the value of their work. I know that if I can keep my students engaged, then they will be absorbed and their work will even provoke their curiosity. The work must be demanding, not too hard but not too easy. I must find a way to push my students to maximize their growth. This is where I get to raise the ceiling of performance level for each learner but also raise their support system. I will keep in mind that every child has a need for me and if not, I am not fulfilling my job as a teacher.
It is the teacher's role to determine what is important in curriculum. Once that is decided, it is my job to know the students and then teach them in a way that is best for them to learn. Not just as a whole group but as each individual learner.
After reading chapter 6, I see just how important it is to have each child be involved and to have them make their contribution to the classroom. It is important to have the safe environment so that this happens. Once it happens, then it is my job to find different ways to keep them engaged.
I liked the example of Mr. Johnsons 5th grade class and their study of buoyancy. He plans exactly what his students must know, understand, and be able to do related to the topic. He develops a two tiered inquiry. The first is very structured and then the second one is much less defined. He asks questions and makes observations. In the end he guides them to true statements about the topic. Then he has the students respond by filling in a self-evaluation checklist to critique their own contributions. The students also use a rubric to both guide and assess. He also provides websites related to the topic with different levels of knowledge.
There were many strategies I liked for demanding and supported curriculum and instruction. I liked the tiered approaches where I can present the work at different levels of difficulty. It only makes sense when the students are on so many levels. I know as a teacher I must aim high and take "No Excuses." I realize that this is sometimes difficult. I must keep in mind and convey to them that they can do hard things and they will be stronger for working through the difficulties. I think that celebrating success is very important. I must let them know that their success came from their persistent effort. I like the idea of using computers. This is a way of tiering because seldom do all students use the computers in the same way at the same time. Webquests are an excellent resource. The think alouds are very helpful to get students to verbalize their thinking. as they encounter problems. Small group instruction is so important because if the whole group is not ready to learn it, I am just wasting my time. I want to remember that I can do this spur of the moment based on need or I can have it well planned out.
There are many ways to assist students with their learning. As a teacher I must connect with the learner in a way that is based on the learners own needs. I can only do this by knowing the learner and how the learner views the world. Then I must decide what is most important for the learner to learn and focus on teaching it!
Sunday, October 4, 2009
Differentiation Week 5
Dear Jeremy,
As Jamie shared with our class the experience you are having as a new teacher, my heart went out to you and your students. I'm sure teaching in this area is very frustrating for you. However, I'm sure school is very frustrating for these students. The way that I see it, you get to make a choice. Do basic teaching and nothing changes for these students or connect with these students and change their lives.
What I picture is students that have very low self images. I feel that would be a good place for you to start. It starts with you respecting them. It starts with you letting them know how unique and valuable each one of them are. They must feel like you care and that they are needed there. They must know that each one of them have a contribution to make to the classroom.
The students must also feel like the lessons you are teaching are important to them and their future. Somehow your lessons must engage them. From the sounds of things, your supplies are limited so you will have to be creative on this. You will need to convey the message that you work hard for them and that you enjoy finding ways for them to succeed. You will let them know that if they are not getting it, you will figure out some other way for them to learn. I feel like it would be beneficial for you to get feedback from the students. Let them know that you are there to be their partner. Ask them how it's working and what they would like to see changed.
In order for these things to come about you must create a welcoming classroom environment. This not only includes setting up classroom rules but also recognizing each individual. Study the students cultures and celebrate their successes. There has to be open communication between you and the students. They must know that you have high expectations of them. Let them set goals and monitor their progress. Make sure that the students share the responsibility in the classroom. They will be more responsible if they feel that the classroom belongs to you and them instead of just you.
I know these ideas sound great and are much easier to write on paper that to do. I believe that some of the small things will make huge improvements. I feel that even the small things that you do will have a rippling effect. You cannot differentiate every lesson to every child but you can try some different things. Obviously something must change or these students will just continue to come to class and hope that the bell rings soon!
Best Wishes,
Lora Cunico
As Jamie shared with our class the experience you are having as a new teacher, my heart went out to you and your students. I'm sure teaching in this area is very frustrating for you. However, I'm sure school is very frustrating for these students. The way that I see it, you get to make a choice. Do basic teaching and nothing changes for these students or connect with these students and change their lives.
What I picture is students that have very low self images. I feel that would be a good place for you to start. It starts with you respecting them. It starts with you letting them know how unique and valuable each one of them are. They must feel like you care and that they are needed there. They must know that each one of them have a contribution to make to the classroom.
The students must also feel like the lessons you are teaching are important to them and their future. Somehow your lessons must engage them. From the sounds of things, your supplies are limited so you will have to be creative on this. You will need to convey the message that you work hard for them and that you enjoy finding ways for them to succeed. You will let them know that if they are not getting it, you will figure out some other way for them to learn. I feel like it would be beneficial for you to get feedback from the students. Let them know that you are there to be their partner. Ask them how it's working and what they would like to see changed.
In order for these things to come about you must create a welcoming classroom environment. This not only includes setting up classroom rules but also recognizing each individual. Study the students cultures and celebrate their successes. There has to be open communication between you and the students. They must know that you have high expectations of them. Let them set goals and monitor their progress. Make sure that the students share the responsibility in the classroom. They will be more responsible if they feel that the classroom belongs to you and them instead of just you.
I know these ideas sound great and are much easier to write on paper that to do. I believe that some of the small things will make huge improvements. I feel that even the small things that you do will have a rippling effect. You cannot differentiate every lesson to every child but you can try some different things. Obviously something must change or these students will just continue to come to class and hope that the bell rings soon!
Best Wishes,
Lora Cunico
Sunday, September 27, 2009
Differentiation Week 4
I feel like the Student Profile is an excellent way to find out a students preferred mode of learning. It has a lot of great learning styles but I feel like it does not have a lot of variety when it came to finding out the students interests. So I think it is good that it gives the students an opportunity to write in other important things to know. I feel the students will like this activity because it doesn't look like a writing assignment. I liked the second survey as well. If the students take the time to answer honestly, it will be very valuable information. I don't think I would make changes to this sheet. I think it might be nice to have students add to it throughout the year because as they start learning they will probably discover some things about themselves that they didn't know at the beginning of the year.
I would use this information in differentiating to plan my lessons. I would figure out the different ways that my students learn and plan different things to accommodate so that they are all learning. I could also use the information to group students when it comes to their different interests.
I feel that there are several helps for my pre-assessments while I am student teaching. The math ones were very interesting. As teachers, it is easy to think that a student understands a math problem as long as he/she can get the right answer. However, it is important for a student to explain how he/she got the answer. with these assessments it lets me really know what is going on. I also like the questions that help with the anecdotal notes for math. As a new math teacher, I'm not always sure what to look in order to make sure the student is understanding.
I like the box type of assessments because they just look funner and I feel that the students will be more enthusiastic about doing the work, like on the vertebrates paper. The thinking about my reading page is a great way to find out how students feel about their reading. I feel this is important because their attitudes and beliefs make such a huge difference. It is also a good opportunity to see who doesn't like to read or thinks that they don't read very well and then give compliments and encouragement so that they will read more. As a teacher I could also help the students find books that they are interested in. I appreciate the ideas and plan to use many while teaching.
I would use this information in differentiating to plan my lessons. I would figure out the different ways that my students learn and plan different things to accommodate so that they are all learning. I could also use the information to group students when it comes to their different interests.
I feel that there are several helps for my pre-assessments while I am student teaching. The math ones were very interesting. As teachers, it is easy to think that a student understands a math problem as long as he/she can get the right answer. However, it is important for a student to explain how he/she got the answer. with these assessments it lets me really know what is going on. I also like the questions that help with the anecdotal notes for math. As a new math teacher, I'm not always sure what to look in order to make sure the student is understanding.
I like the box type of assessments because they just look funner and I feel that the students will be more enthusiastic about doing the work, like on the vertebrates paper. The thinking about my reading page is a great way to find out how students feel about their reading. I feel this is important because their attitudes and beliefs make such a huge difference. It is also a good opportunity to see who doesn't like to read or thinks that they don't read very well and then give compliments and encouragement so that they will read more. As a teacher I could also help the students find books that they are interested in. I appreciate the ideas and plan to use many while teaching.
Sunday, September 20, 2009
Differentiation Week 3
I loved chapter two and how it went into depth about what the student seeks. Just like the book says, if I want the student to "come play my game," I must connect with the student. I must assist each student with self-esteem issues, or affirmation. I must make sure that the student sees he/she is worthwhile. I must make my student feel powerful so he/she will come back for more power. I must truly give my student a purpose in what he/she does, making it known that it does make a difference in the world. And in order for my student to grow, I must challenge him/her. One of the most rewarding parts of teaching is when I see a student accomplish a task that he/she once felt was too difficult to accomplish. Watching this satisfaction in students faces always brings me joy!
I understand that establishing a tie with each of my students will be a difficult thing, but it is still something I will always strive for. I feel that each student deserves an equal opportunity to learn. Each and every student is too important to just slide by. I like how the book says in order to have a differentiated classroom, I must build lives collectively and individually. To me this means I must value the class as a whole but also appreciate the uniqueness of each student.
I am beginning to see how differentiation is definitely a response to the students needs. I can plan lessons but I must also plan to be flexible so that I can accommodate the differences in my classroom.
I loved chapter two and how it went into depth about what the student seeks. Just like the book says, if I want the student to "come play my game," I must connect with the student. I must assist each student with self-esteem issues, or affirmation. I must make sure that the student sees he/she is worthwhile. I must make my student feel powerful so he/she will come back for more power. I must truly give my student a purpose in what he/she does, making it known that it does make a difference in the world. And in order for my student to grow, I must challenge him/her. One of the most rewarding parts of teaching is when I see a student accomplish a task that he/she once felt was too difficult to accomplish. Watching this satisfaction in students faces always brings me joy!
I understand that establishing a tie with each of my students will be a difficult thing, but it is still something I will always strive for. I feel that each student deserves an equal opportunity to learn. Each and every student is too important to just slide by. I like how the book says in order to have a differentiated classroom, I must build lives collectively and individually. To me this means I must value the class as a whole but also appreciate the uniqueness of each student.
I am beginning to see how differentiation is definitely a response to the students needs. I can plan lessons but I must also plan to be flexible so that I can accommodate the differences in my classroom.
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