What did I learn from the interactive journal process?

What did I learn from the interactive journal process?

Well, for starters, I was never quite sure of what a blog was before taking this class. I never really saw the importance of creating a site where people could go and read about what I think, nor did I ever think my thoughts would be of such importance that I would feel the need to write them down. But duh, of course it makes sense to use a blog in an educational setting. I can see where this type of interaction would have a place in the classroom.

So, besides figuring out what a blog was, I've also somehow successfully used the blog process to not only state my opinions on topics in education, but also to reflect on my classmates ideas. This has definitely been a learning experience.

Now that I have completed the requirements of the interactive journal, and I am no longer scared of messing things up, I think I may continue to use a blog for my own personal use. Being that I live far from family members, I find this an easy way to communicate via the internet. And, once I build up enough nerve, I could possibly see myself using a blog for the benifit of my classroom. It would be a great way to interact students and parents beyond the limits of the school grounds.

Student Generated Question #2

Q- With all of the differentiation going on in classrooms today, how can a teacher effectively, and in a timely manner, address all of the needs of their students?

A- Hire a secretary. The emense amount of documentation needed to indivdualize a program per students is the hardest aspect I find. Differentiating a lesson is easy, but deciding who needs what is by far the most challenging. With several different subjects to teach a day, individualizing lessons is extremely time consuming.

One solution I have come accross is using the help of technology. Often times a program can help to identify a students needs and adjust the levels to better suit the child. I have used some programs of this nature, however, they are very expensive. Few classes in my school have adopted these program due to the amount of money needed to run the program. It is almost necessary to use these resources in combination with teacher-to-student interaction (follow up) to help monitor a student's learning as well as identify strengths and weaknesses that particular student may have.

Classmate Blog Comment:
I really appreciated Mitch's responce to my Exit Card blog. Sometimes the overwhelmed feeling of teaching can be quietly calmed by a simple statement like "Life happens." I often find that bouncing my concerns off of other teachers is like therapy (minus the couch). Just hearing someone support my ideas with possible solutions is much appreciated.

What factors are at stake when evaluating a curriculum?

Although there are many factors that contribute to a successful curriculum, one major area of concern is whether or not the curriculum works. Simply stated, is there a document that is easy to use, comprehensive, and realistic? Will the curriculum address all necessary information in a timely manor? Will teachers and students end the school year feeling successful and better informed?
Marzano's approach to curriculum seems to be the most realistic. He understands that distractions in the classroom along with an overload on material will lead to incomplete lessons and possibly the idea of never teaching certain skills due to lack of time. He states that a curriculum should be guaranteed and viable which basically means it's going to work in the amount of time you have to teach it. For such a basic thought, it's interesting to see how many districts overlook the simplicity of it. I fully understand the difficult task it must be to narrow down a curriculum in order to make it guaranteed and viable, but that's why this may take a few years to iron out. Constant revisiting to the curriculum would be necessary in order to make this philosophy work.

Exit Card

Three things I've learned:
1.) Programs, programs, programs...although it is difficult to learn new technological programs as you are trying to learn new material, overall it has been beneficial. Now that I'm expecting my first child, I'm already thinking of ways to use screen casts, slide shows, and blogs to share the experience (and maybe throw a little into the classroom too, hehe).
2.) The importance of rubrics...I know I use them, and I know I've share the writing rubric with my students for Language Arts, but now I'm starting to use them much more often in different subjects. I gives me more confidence when grading, and also gives an expectation to the student. It worked perfectly on a recent social studies project where a parent is now complaining about the grade her son received, but the expectation was clearly written out in a rubric.
3.) How to develop a PLE and a PLN...I think I've already started one. Keeping the wiki and blog going is going to open an avenue for me throughout my education, and hopefully my fellow classmates and I can use each other in the future as a resource.

2 interesting things:
1.) I never knew that the images on google or other sites were not to be used on publications. I'll definitely stick to flickr.
2.) To learn that constant student feedback helps the students drive to do better. This is something that I definitely need to work more on.

Question I still have:
How do you make it all work? How do you teach every subject, address all of the NJCCCS, and get it all in within a 10 month time period? With pullouts, differentiated lessons, and constant distractions to your schedule, how do you get it all in and make sure you're reaching every child?

Response to Kathy's question: How does one truly judge the effectiveness of curriculum?
Great question Kathy! I understand it is a constant work in progress, but how much documentation does it take to judge the effectiveness of a curriculum. I'd image several pieces are put together to see if it is working....(ie. student work, state testing, benchmarks, etc.).

Peer Reflection/kkorkidis

Response to Kathy Korkidis:
3/7/09
How does school community/culture influence instruction in science k-12?

I agree that there is a level of priority when it comes to different grade levels and teaching science. Since the implementation of the science component on the NJASK it has become "more valuable" in the elementary school setting. I know this is unfortunate, but so much emphasis is placed on core subjects and science tends to get a back burner....often taught only half of the week (social studies is even more neglected if you can believe that).

One thing that I know I can do to change this is to try to incorporate more of our science unit into our nonfiction reading unit. That way we are addressing both topics at once. The only difficulty with this would be having access to enough differentiated materials to address an entire reading class...enough to last an entire unit. Perhaps we could access the school library, shared book room, and the classroom library to help.

This is interesting to me because it actually hits on the topic covered in the article that I am presenting this week. I believe it is a controversial idea that schools will begin to supplement science time with reading/math interventions for struggling students. I am not sure that is the best decision especially since it is tested on the NJASK.

What attitudes do you think your students will need to be successful?

Students need the knowledge, skills and attitudes to be prepared. Prepared for what you ask? Everything that is thrown at them. They need to be prepared for the next grade level. They need to be prepared for state expectations. But, most of all, they need to be prepared for the outside world. They need to be problems solvers and learn to think for themselves.
As an third grade educator, I feel like I am constantly trying to move the students into becoming more independent. I teach and teach, and just as I try to hand over the reins, many of them grab back on to me for support. Even when I feel like they really have a good grasp on something, sometimes they just aren't completely independent.
I need to continue to give positive reinforcement, and give the children the confidence to work to the best of their ability. I need to put them in more situations where they must think for themselves and encourage their natural talents. If the child finds worth in their assignment, and goes about completing it in ways that are comfortable for them, they will begin to learn ways to become more independent.

What do curriculum documents look like?

Our recent review by QSAC has identified one weakness that is in need of improvement, and that is our curriculum. I teach 6 subjects and have recieved curriculum maps for a one of them. We are in the process of a district wide crackdown on the curriculum, starting with the framework. It will be long process, but we are in great need of this. One problem I foresee is the the change of standards that will be implemented this summer. Will all of this work need to be started over again once this happens?
A good curriculum should incorporate many things while tring to remain interactive and easy to read. It should address the current standards and have a layout that helps pace the teacher from month to month leaving a space of time at the end of the year for any lessons that may run over. Although many items can be added to a curriuculum binder for a particular subject (ie. teacher made assessments, benchmarks, support materials) the actual curriculum guide should be brief enough to see a whole picture from start to finish. In addition to specific topics to be taught, the guide should include resources to assist the teacher. These include text books, websites, technology, projects, assessments, differentiated options and any other materials that may support the lesson. Perhaps some blank space for notes would be needed in helping to keep your document fluid from year to year.

Student Generated Question

At what age is it appropriate to assign students a task using technology?

Any by this question I mean, not classroom directed assignments, but work outside of the classroom. Should projects be typed and researched online by an 8 year old? Should technology be an option rather than mandatory? I have given many projects and assignments which would allow for additional research on the internet, but a majority of my third grade students choose not to use that medium. So much of their interaction with a computer up until now has been with the mouse, and occassional keyboard action when plugging in websites. They are very slow to use the computer for typing or research. Many of them don't have the permission of their parents to use the internet unless monitored directly by them, and then we run into problems of parents doing the assignment for the child.
I do use technology in the classroom, but I think I can only expect to expose them to it and try to make them comfortable with it rather than expect it to be used independently. Infact, third grade is the first year they recieve a computer class, so it is very new to many of them. I'm curious to hear what others might think.....

When to teach to the test

Two major things that I try to focus on when preparing the children for the NJASK is the layout of the test and the time limits that they will be expected to complete their tasks in. Simple test taking strategies are covered throughout the year. Because my students are third graders, they need to be taught how to take a multiple choice test, address a multi-bulleted question, explain their mathematical ideas in writing, and realize that the blank page is for prewriting, not their actual story.
I'm not very keen on counting the amount of minutes the children need when doing an assignment, but in preparation for the test I will begin to use a timer just so that the students get a better feel of what they can accomplish in a given amount of time. I won't necessarily make them stop when that buzzer goes off, but I would hope that they are getting a better feel for their own personal time management.

How does NCLB and state testing affect me in the classroom?

I began teaching shortly before NCLB. At the time I remember the uproar of complaints from teachers, but to me it was not a big change in routine because I was still developing myself as an educator. I was not really forced to change any old habits. Over the next few years I continued to hear the grumbles, but also began to see a change in attitude and effort as new ideas were implemented. I truly see this as a time of separation between those teachers that were willing to change with the times and those that were not.
Since NCLB, and a change in state testing from the ESPA to the NJASK, I've noticed a strong focus on words like proficient, rubric, highly qualified, and professional development. These words have helped to develop other expectations from the teacher and the classroom. Standardized quarterlies and benchmarks have been put into place to help drive instruction. Rubrics have been organized, simplified and adopted by teachers and students to help them assess their work.
I personally begin my year with talking to the parents about the expectations of third grade standardized testing, which is often viewed as cruel and unusual punishment. Throughout the year I try to address higher order thinking and self creativity so that the child is better prepared for the NJASK. Simple problem solving techniques and thoughtful responses are necessary in the pursuit of proficiency. I keep the children in constant discussions about what to expect in their testing so that they are not stressed out or caught off guard. Even things like multiple choice decisions and the visual layout of the test are shown to the children throughout the year in hopes of maintaining a comfortable relationship with standardized testing.
However, I am beginning to feel the strain of higher expectations through NCLB. Meeting a goal of achievement is so rewarding, but the constant raising of the bar leaves me with the feeling that one day my goal will be unattainable. I feel like I may be at the brink of success, but I am willing to try any new ideas or teaching practices that will help me continue to meet the state expectation. If the demanding needs of NCLB are attainable by other teachers, than I can meet them too.

Standardized Tests

It is difficult to use standardized test scores for immediate instruction because once the scores are reported you most likely no longer teach the same students. With a yearly increase in expectations, it seems like it is becoming harder and harder to meet proficient levels in all areas of the NJASK. One particular weakness our school has targeted is the writing component. This has prompted some changes in programs as well as assessment materials, like quarterly benchmarks. We have also focused in on more writing techniques in after school programs and have incorporated writing into our special subjects.

A Parent's Challenge on Testing

Often times when giving a "test", I do not set time limits. Quick assessments can lend its self to time restrictions because they are usually the type of thing that you either know or you don't. Having a child stare at the page for three hours will not get you anywhere. But, for detailed tests where a child will need to figure things out and apply problem solving techniques (ie. Math), I do not see the need to set a time limit. However, this is much easier for me because I am an elementary school teacher and my subjects are not disrupted by bells ringing and class changes. So, I will focus my blog on the amount of time given on state mandated tests.

Here is my scenario: It is a month before state testing and I have begun to time their writing assignments. A parent is not pleased with the 25 minute time allotted to complete a narrative fiction story.

My defense: Throughout the year we have been studying and practicing different techniques to push our thinking when writing. The children have been given rubrics to help understand what is expected of them in their writing. A strong focus on reading (independent, and modeled) has been a great example to the students of what good writing is.
Slowly throughout the year I have been weaning the children off of me as a dependent during their writing. We began the year by dissecting their stories over a week long period. During this time we focused on story development, prewriting activities, entertaining beginnings, varying sentence structure, sequencing a story to a finish, and editing techniques that can be applied. Each month the writing process has become more independent, and less teacher driven.

Many times the state mandated test is given in March, but luckily we are given until May this year. During one writing portion of the test, the children will only be given 25 minutes to complete a narrative fiction story. Although I agree that that is a very small amount of time to complete a final draft, I will explain to the parent what the test assessors are looking for. They are looking for the creativity needed to make a story interesting. A child can still score well with spelling mistakes and errors in their punctuation. They want a story that can be read in two minutes and addresses the key ideas that we have been focusing in on during the school year. They want to be entertained by the piece and not bored by run on ideas that never end and repetitive sentences.

Finally, I will explain to the parent that my job as a third grade teacher is to help their child to become more independent in their work. Although much of their lessons are assisted in the beginning of the year, high expectations are being set for them that must follow them through their education. The ability to perform with confidence and ease is necessary in order to complete the tasks given to them under the state testing time restrictions.

RAFT

Because I am an elementary school teacher, I have to admit that I am unclear on the requirements necessary to place a students into CP vs. Honors classes....but I will try my best. I also think it's funny that we are all starting our conversations with a reluctant parent that miraculously has a change of heart and agrees with the supervisor. I'd imagine it doesn't always happen in this way, but it's the easiest way to end the RAFT.

R-English Supervisor (Erin Vogler)
A-Parent angered by placement into CP rather than Honors (Mr. Smith)
F-Phone conversation
T-Supporting schools decision


Mr. S- Hello

EV- Hello, may I please speak to Mr. Smith.

Mr. S- Who may I ask is calling.

EV- This is Erin Vogler, I am the English supervisor in Michael's district, I received a message about some concerns in placement that I would like to discuss.

Mr. S.- Well, this is Mr. Smith.

EV- Oh wonderful, how are you doing today Mr. Smith.

Mr. S.- Well, to be frank, I would be doing much better if someone could explain to me why my son is not being accepted into the Honor English program in your district.

EV- First let me apologize for not returning your call sooner, but I did wanted to collect some information on your son's progress to help direct our conversation. I've reviewed his standardized test scores, his impressive list extra curricular activities, as well as interviewed his English teachers from the past few years. Are you familiar with his report card grades Mr. Smith?

Mr. S.- Well, I know that my son always did well in school and has not had a problem in the CP courses he's taken in the past. The past year he has earned nothing but straight "A's" in English and I think he could be challenged with harder work.

EV-Although I do agree that his last year's report card grade showed a remarkable effort on Michael's behalf, it his previous year that concerns me as well as his standardized testing. Are you aware that Michael had previously received average grades in his English studies? His final scores ranged from a C- to a C+.

Mr. S.- Yes, but don't you notice that his grades are straight A's this year? To me that means he is prepared for a more challenging work load.

EV- Well, Mr. Smith, after speaking with his teachers from the past, I have been hearing a consistent reports of Michael skipping class to go out to lunch, missing homework assignments, and falling asleep in class. I also understand that his most recent English teacher, who is a first year teacher with our school as well as our new basketball coach, has very high expectation for your son and has been helping him to get a scholarship in sports.

Mr. S.- Well, I know he had problems in the past, but I thought he was doing so much better. His progress showed me that he had buckled down and could do better. Basketball means a lot to Michael and he is really good at what he does.

EV-I would hope that to be true, Mr. Smith, and I agree that Michael is an exceptional basketball player ,but we need to look at Michael's education as a whole. Prior grades show that an Honors course would be much too challenging for Michael. His standardized scores show that, although he is proficient in English, he is not at the above level needed to maintain a high average in Honors; the high average that he would need in order to be accepted into a college scholarship program. Even his coach says that, even though Michael has made some solid efforts in his educational responsibilities, he would be concerned to see Michael pushed into a subject area that is just too challenging for him at this time.

Mr. S.- Are you saying that my son isn't smart enough to take Honors English?

EV- No Mr. Smith, I am saying that Michael has a lot on his plate right now. His focus should first be his education, and secondly his sports. Since he is going into his Junior year, I feel that it would be beneficial for him to have one more instructor that he is unfamiliar with that would teach him at a level that is successful for him. If he can buckle down and take his education seriously, maybe we could reevaluate his progress for his senior year. I think the most important thing here is to raise Michael's confidence by taking a CP English course because teaching a student at a successful level is the most beneficial thing we can do for your son.

Mr. S.- Won't this look poorly on his transcripts and effect his chances at a scholarship?

EV- No, Mr. Smith, a CP English course is completely acceptable for an athletic scholarship. They would rather see him receiving a high average which shows dedication to his education, with the ability to balance his sports endeavors. And, again, we could always review his transcripts at the end of his Junior year to see what is best for his Senior year.

Mr. S.- Well, I guess that makes sense. I just want him to be prepared.

EV- As do we, Mr. Smith. Is there anything else you'd like to discuss today?

Mr. S.- No, thank you...thanks for calling me back, and if I have any questions I'll contact you again.

EV- Very good, I hope Michael has a great year...and perhaps we'll talk again.

Mr. S.- Ok, thanks again, goodbye.

EV- Good Bye, Mr. Smith

What type of data do you use to make decisionsin your classroom?

As an elementary school teacher, this question makes me sweat. Although I use many different types of assessment strategies, the word "data" reminds me of a high-tech, computer analysis program of numbers. I do not use only data to assess my children. Having to teach 6 differentiated subjects a day, I find that one type of assessment (ie. data based) does not fit all situations.
Perhaps I could include rubrics as a type of data. I suppose tests and quizzes would also be type of data collection. We do have quarterly assessments in math, reading, and science where data is collected as well. But, these are not the only ways for me to drive instruction in my classroom. I also use teacher observations through oral assessments and classroom participation.
However, all too often it seems that once data is collected, the time to teach that particular skill has passed as there are many other skills to be taught. Pacing charts and differentiated classrooms do not allow for much extra time. I do not deal with a class of English college prep students and then our English honors class comes in for the next lesson. In reality, I deal with one third grade class that has an educational range from first to fifth grade. Data collection simply gives me an idea of who gets it and who doesn't.
Of course I will pick and choose those topics that are of most importance to review either in whole group or small group situations, but trying to collect multiple strategies over multiple subjects, and implement them into individualized lessons in order to stress a skill is nearly impossible for one teacher to accomplish.
I guess if I really think about it, the data I collect in the classroom helps to support me in decisions I make for the placement of a child. It's the "facts" that support me as a teacher when I say that a child is struggling a great deal and needs extra support from the school. It's the proof that shows a child is not understanding grade level appropriate material. This information helps me to make modifications to a curriculum for certain students, as well as challenge children that can handle a harder work load. Simply put, data helps me instruct a students by telling me what they can handle.

How have particular assessments or tests influenced your life?

I would say the most influential aspect of standardized testing has been 'No Child Left Behind'. Until then, standardized testing did not hold the importance that it does today. Although it has affected me as a teacher, the changes have been positive. It is so easy to become stagnant in this profession. Many times teachers stick to the plan that they believe always worked for them. They hold importance in things like putting on classroom plays and Mother's Day brunches in order to please the population, rather than getting into the nitty gritty.
I understand that those things are important, but all too often I hear veteran teachers complain that they "just can't do the projects they use to anymore." I think education is starting to make a change for the better, and one of those reasons is due to the high expectation of standardized testing. Although it's hard to use one test to determine what a child really is capable of doing, I think it has raised the bar on expectations in education. I have been criticized by older generations that belittle my job as a teacher, and tell me that I am over paid. I think these critics would be amazed to see the changes that have happened in schools today. Maybe soon people will begin to view teaching as a profession, rather than just "baby sitting."