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.
Sunday, April 19, 2009
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.
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.
Wednesday, April 15, 2009
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.
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.
Monday, April 6, 2009
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.).
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.).
Wednesday, April 1, 2009
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.
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.
Monday, March 23, 2009
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.
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.
Sunday, March 22, 2009
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.
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.
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