Saturday, December 14, 2013
Wednesday, December 11, 2013
Saturday, December 7, 2013
Weekly Assignment #13 Putting it Together
1. Think back to your many experiences with well-designed learning, both in and out of school. What was the most well-designed learning experience you have ever encountered as a learner? What features of the design- not the teacher's style or your interests-made the learning so engaging and effective? (Design elements include challenges posed, sequence of activities, resources provided, assignments, assessments, groupings, site, and teacher's role.) Briefly describe the sign.
As a learner, no matter the task, I learn best with Direct Instruction incorporated somewhere in the lesson. I think with all of this focus on technology and group work can seem to stray away from the importance of creating a good narrative for a student to refer back to. Especially with the standardized tests, if students simply work with other students, this allows the the students to get comfortable relying on others to complete tasks. The best methods I've seen involve a variety of instruction techniques. When time allows, its perfect to allow the students to work together to come to some sort of hypothesis of what an answer may be. Then group discussion lead by the teacher followed by some direct instruction and "recipe" that applies to all similar situations followed by independent practices I find is the most effective way to learn.
2. In sharing your recollections and analyses with your peers, build a list of generalizations that follow from the accounts. What do well-designed learning experiences have in common? In other words, what must be built in by design for any learning experience to be maximally effective and engaging for students.
In the course of the semester, I've learned a great deal while using backward design and in all of my assignments and my classmates' I think you can see that focus present. It was an enlightening moment for me, to learn this process when developing lessons. In the early stages of creating lessons, we really need to focus on what is the actual outcomes we want our students to achieve at the end of the lesson. Not only in short term, but long term as well. Focusing on the skills, not simply being able to answer a certain question but rather apply learned SKILLS to future situations in the class and beyond is what our focus should be with each lesson. Also, of course, incorporating different methods throughout the lesson to get this knowledge to our students must also be present.
3. Where in your school or the school that you are observing are the characteristics of best design most likely to be seen in action? In what programs and subject areas would we most expect to see these characteristics, compared with other programs or subjects? Are there any patterns, If so, why?
I observed math classrooms, and I must say I did observe some best practices but not all. The use of technology for example really did not extend beyond the use of a smart board and projector. One teacher of an AP Statistics class did however, use applications online such as rolling a die, to better reach her students. But for the most part, the teachers used the smart board as a display tool and nothing more. They were also very focused on the upcoming standardized tests and a main focus was on the types of questions presented in class and their importance or appearance on the tests coming up. One teacher did actually reflect on why concepts are true in a certain math problem, which did make the students more appreciative of what they learned and why it is the way it is.
4. After a study of sample units, and one of your own designs, edit or amend your list of characteristics of the best designs, as appropriate.
I really need to focus on the technology aspect of best design. I think because we are all aware of the focus of schools and education being on standardized test results, its discouraging to try and work in technology or experimentation into lesson planning. However, this generation of students have been brought up on technology, and a lot of them know more about computers and programs than myself. By allowing them to use technology as a medium, it may better instill knowledge for the long term than simply pen on paper in a traditional class setting.
Saturday, November 23, 2013
Thursday, November 21, 2013
Saturday, November 9, 2013
Friday, November 1, 2013
Week 8 Task #2 Water Quality, Learning Activities, Desired Learning Outcomes
Desired Learning Outcomes:
By the end of this lesson, students should be able to . . .
1. Identify the key factors that influence water quality.
2. Explain how human activities can alter the balance of water ecosystem and affect the survival of organisms.
3. Identify the relationships among factors affecting water quality.
4. Explain how a factor affects the living organisms in a water ecosystem.
5. Use credible cyber resources for data collection.
6. Use ICTs to facilitate the process of identifying scientifically testable questions and locating valuable and accurate information.
7. Use ICTs to support data organization, data analysis, and data presentation, and draw conclusions.
8. Use ICTs to communicate findings to the learning community using various media formats.
Learning Activities:
1. Research factors, using the Internet, to find creditable sources that explain the affect on water quality human activities have.
2. Create a spreadsheet comparing the relationship of dissolved oxygen levels and water temperature.
3. Convert spreadsheet to chart, and discuss the correlation of the two factors.
4. Formulate their own hypothesis to investigate about water quality.
5. Support their hypothesis and draw conclusions based on their research.
6. Present their findings to the class.
By the end of this lesson, students should be able to . . .
1. Identify the key factors that influence water quality.
2. Explain how human activities can alter the balance of water ecosystem and affect the survival of organisms.
3. Identify the relationships among factors affecting water quality.
4. Explain how a factor affects the living organisms in a water ecosystem.
5. Use credible cyber resources for data collection.
6. Use ICTs to facilitate the process of identifying scientifically testable questions and locating valuable and accurate information.
7. Use ICTs to support data organization, data analysis, and data presentation, and draw conclusions.
8. Use ICTs to communicate findings to the learning community using various media formats.
Learning Activities:
1. Research factors, using the Internet, to find creditable sources that explain the affect on water quality human activities have.
2. Create a spreadsheet comparing the relationship of dissolved oxygen levels and water temperature.
3. Convert spreadsheet to chart, and discuss the correlation of the two factors.
4. Formulate their own hypothesis to investigate about water quality.
5. Support their hypothesis and draw conclusions based on their research.
6. Present their findings to the class.
Week 8, Task #1 Rubric Journal Article
http://arktos.nyit.edu/login?url=http://search.ebscohost.com.arktos.nyit.edu/login.aspx?direct=true&db=ehh&AN=26902670&site=ehost-live&scope=site
Off The Grid: The Debate About Rubrics--and What it's Missing.
by: Barry Gilmore
Barry Gilmore is an AP English teacher. In his article he discusses the ongoing debate of effectiveness of using rubrics to grade writing assignments. I found this article to be interesting and it also shed a new light on the idea of using rubrics as grading tools.
Being a math teacher, my only experience with rubrics for writing assignments, was when one of my own teachers used a rubric to grade my own writing. And as a student, I must say I HATED it! Often times, with my experience at least, this method of grading assignments would involve the same rubric regardless of the assignment given. There was rarely a detailed explanation as to why I received the grade I had, and it was never gone over with my teacher/professor. But perhaps, as Gilmore describes, this isn't the proper way to use a rubric.
Gilmore explains that rubrics should be more focused on as a "teaching" tool, rather than an "assessment" tool. He says that the rubric should really help the teacher focus their own thoughts and comments, and not replace them. Often when he uses rubrics he explains in detail his feelings of his students' work. I think this explanation of using a rubric makes a lot of sense! I also agree when Gilmore says that rubrics need to be explained to the students in detail, what each of the categories mean. When one is "organization" or "voice" for example, a description of what is expected should be discussed in the class prior to the assignment.
The only time I've ever used a rubric was when I developed a project for a math class. I would have handed out the rubric to the class, so there were no surprises and rather, a clear explanation of what the project was to include. In writing assignments too, Gilmore states that there needs to be some student exploration and maybe even student involvement within the development of the rubric.
I think as long as educators focused on using the rubric for writing assignments in addition to also commenting or maybe giving the student feedback personally, that I would be in favor of rubric use for such assignments. Simply just using a rubric would be an injustice to a writing classroom, especially if there were to be just one generic one used for each assignment. I'm not sure I would have the students involved in the development of one, maybe in a setting such as AP English, but not so much for younger grades. Nevertheless, no matter what age or level of writing the students' are at, they still deserve a comment about their piece directly from the teacher, and a rubric more catered to a specific assignment.
Off The Grid: The Debate About Rubrics--and What it's Missing.
by: Barry Gilmore
Barry Gilmore is an AP English teacher. In his article he discusses the ongoing debate of effectiveness of using rubrics to grade writing assignments. I found this article to be interesting and it also shed a new light on the idea of using rubrics as grading tools.
Being a math teacher, my only experience with rubrics for writing assignments, was when one of my own teachers used a rubric to grade my own writing. And as a student, I must say I HATED it! Often times, with my experience at least, this method of grading assignments would involve the same rubric regardless of the assignment given. There was rarely a detailed explanation as to why I received the grade I had, and it was never gone over with my teacher/professor. But perhaps, as Gilmore describes, this isn't the proper way to use a rubric.
Gilmore explains that rubrics should be more focused on as a "teaching" tool, rather than an "assessment" tool. He says that the rubric should really help the teacher focus their own thoughts and comments, and not replace them. Often when he uses rubrics he explains in detail his feelings of his students' work. I think this explanation of using a rubric makes a lot of sense! I also agree when Gilmore says that rubrics need to be explained to the students in detail, what each of the categories mean. When one is "organization" or "voice" for example, a description of what is expected should be discussed in the class prior to the assignment.
The only time I've ever used a rubric was when I developed a project for a math class. I would have handed out the rubric to the class, so there were no surprises and rather, a clear explanation of what the project was to include. In writing assignments too, Gilmore states that there needs to be some student exploration and maybe even student involvement within the development of the rubric.
I think as long as educators focused on using the rubric for writing assignments in addition to also commenting or maybe giving the student feedback personally, that I would be in favor of rubric use for such assignments. Simply just using a rubric would be an injustice to a writing classroom, especially if there were to be just one generic one used for each assignment. I'm not sure I would have the students involved in the development of one, maybe in a setting such as AP English, but not so much for younger grades. Nevertheless, no matter what age or level of writing the students' are at, they still deserve a comment about their piece directly from the teacher, and a rubric more catered to a specific assignment.
Tuesday, October 29, 2013
Week 7: Task #2: Science Lesson
Science Lesson
Lesson Topic: Identifying Minerals
Grade: Earth Science Grade 9
Learning Objectives:
By the end of this
lesson, students will be able to . . .
1.
Test minerals using different methods provided
and explained.
2.
Identify accurately different minerals given in
lab.
3.
Discuss different features of tested minerals.
Common Core Skills:
1.
Use a flowchart to identify rocks and minerals.
2.
Conduct a series of tests to identify rocks and
minerals.
Standards:
3.1. Students will understand and apply
scientific concepts, principles and theories pertaining to the physical setting
and living environment and recognize the historical development of ideas in
science.
3.1a. Minerals have physical properties
determined by their chemical composition and crystal structure. Minerals can be identified by well-defined
physical and chemical properties such as cleavage, fracture, color, density,
hardness, streak, luster, crystal shape & reaction with acid.
Vocabulary:
I found this chart at the link listed below. This would be
explained as a whole class, each piece of identifying evidence that will
eventually lead them through testing each mineral for identifying them. We would go over the definition of each of
the physical properties listed in the chart. I did alter the chart to remove
any advanced testing.
Minerals: naturally occurring, inorganic solid with a
definite chemical composition and a regular, internal crystalline structure. (http://facweb.bhc.edu/academics/science/harwoodr/geol101/labs/minerals/)
|
Mineral Physical Properties Chart
|
||
|
PHYSICAL
PROPERTY |
Definition*
|
Testing Method
|
|
Cleavage
|
Breakage
of a mineral along planes of weakness in the crystal structure.
|
Examine
the mineral for areas where the mineral is broken. Look for areas where the
light reflects from planar surfaces. This can be easily confused with a
crystal face and is the most difficult properties for students to master.
|
|
Color
|
Visible
light spectrum radiation reflected from a mineral.
|
Look
at the sample and determine its color - white, black, green, clear, etc.
|
|
Crystal
Form
|
Geometric
shape of a crystal or mineral.
|
Examine
and describe the geometric shape of the mineral - cubic, hexagonal, etc. Not
commonly seen in most introductory lab samples.
|
|
Fracture
|
Breakage
of a mineral, not along planes of weakness in the crystral structure.
|
Examine
the mineral for areas where the mineral is broken. Describe the breakage as
either irregular or conchoidal (has the appearance of broken glass)
|
|
Hardness
|
Resistance
to scratching or abrasion.
|
Use
minerals of known hardness from the Mohs Hardness Kits. Scratch the unknown
mineral with a known hardness to determine which mineral is harder. Continue
doing this with harder or softer minerals from the kit until the hardness is
determined.
|
|
Luster
|
Character
of the light reflected by a mineral.
|
Look
at the sample to determine if the mineral is metallic in appearance (looks
like a chunk of metal) or non-metallic (doesn't look like a chunk of metal).
|
|
Magnetism
|
Electromagnetic
force generated by an object or electrical field.
|
Use
a magnet to determine if the magnet is attracted to the sample.
|
|
Streak
|
Color
of the mineral when it is powdered.
|
Grind
a small amount of a mineral into a powder on a porcelain streak plate and
determine the color of the powder.
|
* Definitions simplified or modified from Bates,
R.L. and J.A. Jackson (eds.), 1987, Glossary of Geology. American Geological
Institute, Alexandria, VA, 788 p.
Materials:
-pen, chart,
graphic organizer, streak plate, magnet, Mohs Hardness Kit, magnifying glass.
Do
Now/Motivation:
The desks
will be arranged in groups of 4. Students will be asked to line up in the front
of the class and count off. They will be asked to be seated in given
groups. When they sit, they will notice
the different minerals in a box, as well as the different tools. Each of the testing tools will be
explained. The minerals will be
numbered. I will then hand out a graphic
organizer. Along the left side will be
each of the different physical properties we have discussed. Across the top of the page will be numbers
corresponding to each of their minerals. They will be told to conduct each of
the tests listed on each of the minerals given in the boxes. They will work together to identify each of
the minerals.
The students
will be asked to fill out the chart as a group and at the end they will compare
as a whole class. We will discuss which attributes led them to their
conclusions. Which tests were most
difficult to use to identify the minerals? And how some groups identified
wrongly, what they misunderstood?
Week 7 Task #1: Backward Design for Science Lesson: Plant Cycle
Stage 1: Identify Desired Results:
What essential Questions will be considered?
-What different types of plants exist?
-How to plants form?
-Are seeds living things?
-What is pollen? What is it's purpose?
-Do plants have "parents?"
What understandings are desired?
Students will understand that . . .
-Plants do, in fact, have a life cycle.
-The different stages of the cycle.
-The way the cycle is similar/different compared to an animal life cycle.
-The importance of a seed.
-The way a plant reproduces.
What key knowledge and skills will students acquire as a result of this unit?
Students will know . . .
-The plant life cycle.
-A seed is a living thing.
-The importance of pollen.
-The importance of a flower/fruit.
Students will be able to . . .
-Identify the different parts of a plant.
-Identify the order of the life cycle of a plant.
Stage 2: Determine Acceptable Evidence:
What evidence will show that students understand?
Students will complete a chart, illustrating the different stages of a plant life cycle.
They will converse in groups, discussing the different phases the plant goes through as it grows.
They will then present their illustrations to the class, explaining the different stages of the plants' life cycle.
Stage 3: Plan Learning Experiences:
The classroom will be divided into small groups of students. Each group is given a seed, a sprout and asked to compare and contrast them. They will then plant a seed and over the course of the unit observe the different stages of the plant as it grows.
They will complete a chart signifying the dates that they observe different parts of the plants' life cycles.
As the fast seed grows, they will observe the changes, and eventually they will notice the plant begin to flower and produce another seed. They will present their findings in front of their classmates and discuss the different stages of the plant cycle. They will then as a class discuss the importance of flowers/fruit and the role insects or animals play in plant reproduction.
What essential Questions will be considered?
-What different types of plants exist?
-How to plants form?
-Are seeds living things?
-What is pollen? What is it's purpose?
-Do plants have "parents?"
What understandings are desired?
Students will understand that . . .
-Plants do, in fact, have a life cycle.
-The different stages of the cycle.
-The way the cycle is similar/different compared to an animal life cycle.
-The importance of a seed.
-The way a plant reproduces.
What key knowledge and skills will students acquire as a result of this unit?
Students will know . . .
-The plant life cycle.
-A seed is a living thing.
-The importance of pollen.
-The importance of a flower/fruit.
Students will be able to . . .
-Identify the different parts of a plant.
-Identify the order of the life cycle of a plant.
Stage 2: Determine Acceptable Evidence:
What evidence will show that students understand?
Students will complete a chart, illustrating the different stages of a plant life cycle.
They will converse in groups, discussing the different phases the plant goes through as it grows.
They will then present their illustrations to the class, explaining the different stages of the plants' life cycle.
Stage 3: Plan Learning Experiences:
The classroom will be divided into small groups of students. Each group is given a seed, a sprout and asked to compare and contrast them. They will then plant a seed and over the course of the unit observe the different stages of the plant as it grows.
They will complete a chart signifying the dates that they observe different parts of the plants' life cycles.
As the fast seed grows, they will observe the changes, and eventually they will notice the plant begin to flower and produce another seed. They will present their findings in front of their classmates and discuss the different stages of the plant cycle. They will then as a class discuss the importance of flowers/fruit and the role insects or animals play in plant reproduction.
Sunday, October 20, 2013
ELA Writing Lesson
ELA Writing Lesson:
Topic: Informational Texts
Grade Level: 6th Grade
A.
Learning Objectives: By the end of this lesson,
students will be able to . . .
1.
Write informative/explanatory texts that convey
ideas and concepts using relevant information that is carefully selected and
organized.
2.
Introduce the topic of a created text.
B.
Common Core Skills:
1.
To write an informative text, conveying in an organized
manor, their point of view about a specific topic they choose.
C.
Standards:
W.6.2: Write informative/explanatory texts to
examine a topic and convey ideas, concepts and information through the
selection, organization and analysis of relevant context.
D. Vocabulary:
1. Transitioning/Sequencing words: Words used in a piece of
writing, to connect one idea to the next. They can direct the reader between
main ideas, or they can indicate when things happened in a given sequence. Some
examples: First, Second, Then, Initially, Lastly, In addition to, Therefore,
etc. Prof. Campbell, Prof. Buckhoff, and myself, if you please, along
with this link to Creative Commons license 3.0 <http://creativecommons.org/licenses/by/3.0/>.
2. Plot: The main events/ideas of a given piece of work
whether it be a story, movie, poem etc.
3. Point of View: In order to express your point of view in
your text about the movie/book you choose, you must consider the adjectives you’re
going to use within your text. Certain context clues can lead your reader to
assume you either liked or disliked the work you chose.
E. Materials would be: Smart board, notebook, pens, large
display sentences on laminated pieces of poster board and highlighters.
F. I would have big, laminated sentences on the board, out
of sequence. I would explain to the students that these sentences were how I
would describe my routine of what I did before I came to school. I would ask each student to read the
sentences to themselves and think about the order in which they should be
arranged for the story to “make sense.”
“I shut my alarm off.” “I
watched the news.” “I graded
papers during lunch period.”
“I brushed my teeth.” “I
handed in my library book.” “I ate
breakfast.”
“I drove to school.” “I
put on my green shirt.” “I
said goodbye to my husband.”
After the students analyzed these sentences independently I
would ask for volunteers to move around the sentences in an order that would
make sense. Obviously some of the
sentences can be placed in multiple ways and the story would still make
sense. Also, there are a couple details
that don’t make sense for my story of how my day was BEFORE school. This would exemplify how certain details are
important and others are not. When it
came time to debate the order, I would ask the students to explain how I could
reword the sentences so they would know specifically which order I did things.
H. These words would be our transition words. I would have
some transition words on poster board as well and I would place the words
before certain sentences. This would
display that these transition words are ideal to help a reader understand
sequencing/order in which certain plot points happened. We would then discuss how I can introduce
feeling into my story. Together we could
brainstorm certain adjectives that I can add to my sentences to make the
students understand how I fell in the morning.
For example: “I tiredly shut my alarm off.” “I put on my favorite green
shirt.” “I quickly brushed my teeth.” Etc. This would give the reader a better
understanding of how my morning went.
I. Differentiation is present in the way I arranged the lesson
from first independent thought, then visually and physically moving sentences
in a sequence that would make sense. It
would also take a higher order to understand why or how certain sentences make more
sense in a certain sequence, while others simply didn’t matter. Also, brainstorming point of view context
clues and sequencing words.
I would then have the students take out their notebooks and
write a 10 sentence review of the movie/book they chose for homework the night
before. I would ask that they write a
plot summary of the main ideas of the book/movie they chose. Remind them to use
sequencing vocabulary to help the reader understand the order in which the
events happened. I would also have them
review it and use the correct words to convey their point of view of the
book/movie of their choice. Once it was
written, they would exchange their review with a classmate, where the classmate
would read their review and guess what the author rated the movie. Each reader would be equipped with a
highlighter and a pen, to highlight the context clues that hinted toward point
of view, and underline key points of the plot.
J. Higher Order Questioning:
What are some sequencing words?
Can you tell if I’m a
morning person, based off of how I presented the sentences in the beginning?
What if I changed the
sentences to; “I popped up happily and shut my alarm off.” “I eagerly brushed
my teeth.” “I smiled and say goodbye to my husband.” How do these words make
you feel about my point of view in the morning?
What are some ways I can add adjectives/context clues to
make my morning sound less positive?
K. How I would assess
the class:
I would assess their grammar and use of context clues and
transitioning words throughout their written review. I would also assess the readers’ ability to
read for point of view, when they exchanged reviews, by what they decided to
underline and highlight. The way in which
the authors organize their main plot points and use transition words would
allow me to assess their understanding of writing informational texts in an
organized way. The readers’ ability to
guess the author’s rating would allow me to assess their understanding of how
to assume point of view of a author.
L. Closure:
Were you able to guess the authors’ ratings?
How were you able to determine the authors’ point of views?
What are some key words that allowed you to understand the
order in which things occurred in the book/movie?
ELA Reading Lesson
ELA Reading Lesson:
Topic: Informative Texts
AIM: To determine the main idea of an informational text.
Grade: 6th grade
A.
Learning Objectives: By the end of this lesson,
students should be able to . . .
1.
Analyze how key individuals, events, or ideas
are developed throughout a text.
2.
Use a variety of strategies to determine word
meaning in informational texts.
3.
Determine an author’s point of view or purpose
in an informational text.
4.
Explain how an author’s point of view is
conveyed in an informational text.
5.
Use a variety of media to develop and deepen
understanding of topic/idea.
B.
Common Core Skills:
1.
To analyze and determine main ideas and author’s
point of view from a given informational text.
C.
Standards:
1.
RI.6.3: Analyze in detail how a key individual,
event or idea is introduced, illustrated, and elaborated in a text (through
examples or anecdotes).
2.
RI.6.4: Determine the meaning of words and
phrases as they are used in a text, including figurative, connotative and
technical meaning.
3.
RI.6.6: Determine author’s point of view or
purpose in a text and explain how it is conveyed in the text.
4.
RI.6.7: Integrate information presented in a
different media or formats (visually, quantitatively) as well as in words to
develop a coherent understanding of a topic/issue.
D.
Vocabulary to be discussed:
-Fiction vs. Non-Fiction: Fiction is a
story that is based on fantasy and not something that actually happened. Non-Fiction is something that actually
occurred at some point.
-Informational text: A specific type of
non-fiction, designed to inform a reader about a specific idea.
-Point of View: the feeling the author
possesses about a given topic of writing.
Point of view can be determined through context clues within a
text.
E. Materials:
Notebooks, pens, highlighters, movie review(s), Smart board
F. Do
Now/Motivation: Ask students to discuss some of their favorite and least
favorite movies. Ask volunteers to
discuss the main points of their favorite movie. What made it their favorite? Ask the room if anyone disagreed with the
student’s opinion on the movie and why
they feel differently. When students
walk into the room, I would have a display of some well known movie characters
to spike their interest in what we would be learning for the day.
H. Then I would pull up on the smart board, a review of the
harry potter movie: http://www.commonsensemedia.org/movie-reviews/harry-potter-and-the-sorcerers-stone
and read aloud as a group. Each of the
students would get a handout of it after we read aloud. Ask the students to read over the review in
its entirety to themselves. They would
be asked to highlight certain words that indicate the author felt supportive of
the movie. Underline the main points of
the movie. And write a three sentence
plot summary of their own, based on what they read. I would then have volunteers come up and
highlight on the smart board the words that indicated the author’s point of
view and underline the key points of the plot.
I & J. Differentiate/H.O.T Questions:
Differentiation would be present in both the visual aspects
of the smart board, the group read aloud and independent analysis of the
review.
What is the main idea of the movie?
What is the point of view of the author?
How can you support your understanding of the author’s point
of view?
How do you feel about going away to school, like the
characters did in Harry Potter?
What are some of the positive and negative ideas associated
with going away to school?
K. I would assess the students by circulating about the room
and seeing what words the students highlighted.
Also reading their three sentence summaries will allow me to understand
whether the students are able to decipher between main ideas and supporting
ones. Finally, their ability to
determine the author’s point of view will be apparent in our group discussion.
L. Do you agree with the author’s review? Why/Why Not?
IF you haven’t seen this movie, would this review make you
interested in the movie?
Homework:
Go home and think of a movie/book that they feel strongly
for, whether it is positive or negative.
Write it down on a clean page of their notebook to bring to class with
them the next day. Be sure to know main
ideas of the plot of the chosen book/movie! Give this movie a rating of 1-10,
one being the worst, ten being the best. Do NOT disclose your rating to anyone
in the class.
Saturday, October 19, 2013
Week 6, Task #1: Reader Response
Andrew Hossack seemed to be a very effective teacher, with a great mind to develop lesson plans! His ability to create a differentiated lesson that tailors to many different learners was obvious in the lesson we viewed. His instructional procedure for closed reading I found to be interesting. I liked how he said it allows students to work on their perseverance and also have the ability to differentiate on their own. The students got to decide when it was enough information to digest and when they should continue. I especially like how he pointed out that some of the students had the text already broken down for them in specific sections. This is smart, because a lot of students think they can handle a large about of text when it would be more effective to analyze less at a time. The fact that he used the same text for the whole class, I love, because it gives the classroom as a whole a chance to discuss the assignment as well as smaller groups.
His instructional procedure of reading, thinking, writing and talking is something I strongly agree with and would use in my own classroom, especially in that order. I think its important to the learning process for students to have that independent time and direction from the teacher in the beginning of a new task/assignment. Then allowing the students to reflect on what they've learned, both internally and verbally with writing and speech is a great way to further their understanding of a topic. If you can read something and understand it, that's one thing. But if you can read, understand and put forth an explanation or put something in your own words, it only makes the ideas that much more understood.
His assessments were more informal. I liked how he told the students to read first for "flow" and then go back and circle and underline. Its important for that first read to be specifically about just the article and the information given. It sound be read continually so the students don't get confused as to where they left off or sidetracked with finding specific clues. By going back after completion of the article it also gives the students a more generalized idea of what they read, and therefore allows them to better understand what would be considered "important" or "main" ideas rather than supporting text. Judging where the students underlined and what notes they jotted down at the end of reading, is a way to assess that the students understood the meaning of the lesson. Also through conversation at the end of the lesson.
His instructional procedure of reading, thinking, writing and talking is something I strongly agree with and would use in my own classroom, especially in that order. I think its important to the learning process for students to have that independent time and direction from the teacher in the beginning of a new task/assignment. Then allowing the students to reflect on what they've learned, both internally and verbally with writing and speech is a great way to further their understanding of a topic. If you can read something and understand it, that's one thing. But if you can read, understand and put forth an explanation or put something in your own words, it only makes the ideas that much more understood.
His assessments were more informal. I liked how he told the students to read first for "flow" and then go back and circle and underline. Its important for that first read to be specifically about just the article and the information given. It sound be read continually so the students don't get confused as to where they left off or sidetracked with finding specific clues. By going back after completion of the article it also gives the students a more generalized idea of what they read, and therefore allows them to better understand what would be considered "important" or "main" ideas rather than supporting text. Judging where the students underlined and what notes they jotted down at the end of reading, is a way to assess that the students understood the meaning of the lesson. Also through conversation at the end of the lesson.
Sunday, October 13, 2013
Stage 3 ELA Reading & Writing Lesson Plan:
What learning experiences and instruction will enable students to achieve the desired results? How will the design implement the "WHERETO" format of the Learning Plan:
W- Help students know Where the unit is going and What to expect? Help teacher know Where the students are coming from and prior knowledge/interests?
-Ask students to define key vocabulary words in reference to the lesson.
-Assess the students' knowledge through group discussion of different types of writing, and point of view, context clues etc.
H-Hook all students and Hold their interest?
-As the students entered the classroom, I would have on display either on a smart board/poster board a picture from a well known film/book
E-Equip students, help them Experience key ideas and Explore issues?
-We would read a review or explanatory piece about the work displayed before the class.
-Point out in small groups if they can figure out the main ideas of the works and how the author viewed the piece.
R- Provide opportunities to Rethink and Revise their understandings and work.
-Maybe issue another review of something they wouldn't be familiar with, and see if they can still answer the same questions based on the literary terms and context clues. They can then make a decision based on what they've read, if they would be interested in that movie/book and why.
E- Allow students to Evaluate their work and its implications?
-This will be sought after they each write their own critical response/review piece and exchange with classmates. Their understandings of point of view through context they write themselves will allow the students to see whether they understand the concept of the lesson.
T- Be Tailored to the different needs, interest and abilities of each learner?
-By changing up the learning environments from first visual and group discussion, to partnering up, to writing and reflecting their own pieces, this considers all different intelligence's.
O- Be Organized to maximize initial and sustained engagement as well as effective learning?
-Be sure to have the literary pieces ready and desks arranged appropriately from the minute the students walk in the classroom. Make sure full understanding of prior knowledge is met by students and they are all familiar with the key terms and what is expected.
-Make sure that each stage of the overall unit is met and mastered before moving on to the next phase.
W- Help students know Where the unit is going and What to expect? Help teacher know Where the students are coming from and prior knowledge/interests?
-Ask students to define key vocabulary words in reference to the lesson.
-Assess the students' knowledge through group discussion of different types of writing, and point of view, context clues etc.
H-Hook all students and Hold their interest?
-As the students entered the classroom, I would have on display either on a smart board/poster board a picture from a well known film/book
E-Equip students, help them Experience key ideas and Explore issues?
-We would read a review or explanatory piece about the work displayed before the class.
-Point out in small groups if they can figure out the main ideas of the works and how the author viewed the piece.
R- Provide opportunities to Rethink and Revise their understandings and work.
-Maybe issue another review of something they wouldn't be familiar with, and see if they can still answer the same questions based on the literary terms and context clues. They can then make a decision based on what they've read, if they would be interested in that movie/book and why.
E- Allow students to Evaluate their work and its implications?
-This will be sought after they each write their own critical response/review piece and exchange with classmates. Their understandings of point of view through context they write themselves will allow the students to see whether they understand the concept of the lesson.
T- Be Tailored to the different needs, interest and abilities of each learner?
-By changing up the learning environments from first visual and group discussion, to partnering up, to writing and reflecting their own pieces, this considers all different intelligence's.
O- Be Organized to maximize initial and sustained engagement as well as effective learning?
-Be sure to have the literary pieces ready and desks arranged appropriately from the minute the students walk in the classroom. Make sure full understanding of prior knowledge is met by students and they are all familiar with the key terms and what is expected.
-Make sure that each stage of the overall unit is met and mastered before moving on to the next phase.
Week 5- Task #1 : Different kinds of "Smarts" / Multiple Inteligences
How are students "smart" in different ways?
Students are smart in different ways. Often in a classroom alone, you could have a wide variety of learners. Some learners are more traditional learners, and require notes and lecture. Other students need more of a hands on approach to learning. Some learners learn best by watching demonstrations while others like to experiment and are more eager to learn while performing tasks themselves. Another way students are different kinds of "smart," is how well they learn cooperatively. Some students learn best with a more individualized setting, where the teacher speaks and the child records or watches the lesson. Others love working with groups, experimenting and coming up with answers and theories with their classmates.
How can teachers use multiple intelligence in the classroom?
Teachers need to be aware and get to know the different styles of learning that can be happening within each classroom. The best way to use this theory of multiple intelligence is to incorporate different activities within one given lesson, that will engage every type of learner. An effective lesson should touch each one of those different styles. Incorporating some notes and lecture with some group activities and/or experimentation would be an ideal setting in a classroom. Personal reflection or group debates are also effective to engage learners and make the lessons more memorable. It allows every student to gather the new knowledge how they know best, however that may be.
Students are smart in different ways. Often in a classroom alone, you could have a wide variety of learners. Some learners are more traditional learners, and require notes and lecture. Other students need more of a hands on approach to learning. Some learners learn best by watching demonstrations while others like to experiment and are more eager to learn while performing tasks themselves. Another way students are different kinds of "smart," is how well they learn cooperatively. Some students learn best with a more individualized setting, where the teacher speaks and the child records or watches the lesson. Others love working with groups, experimenting and coming up with answers and theories with their classmates.
How can teachers use multiple intelligence in the classroom?
Teachers need to be aware and get to know the different styles of learning that can be happening within each classroom. The best way to use this theory of multiple intelligence is to incorporate different activities within one given lesson, that will engage every type of learner. An effective lesson should touch each one of those different styles. Incorporating some notes and lecture with some group activities and/or experimentation would be an ideal setting in a classroom. Personal reflection or group debates are also effective to engage learners and make the lessons more memorable. It allows every student to gather the new knowledge how they know best, however that may be.
Saturday, October 5, 2013
Task #1, Week #4 Reflection on Stage 1, Backward Design
I identified the desired results from the standards listed for the given lessons. With these standards in mind, I then focused on the "understandings." Keeping in mind what specific tasks I wanted students to be able to complete, the understandings are the ideas and topics they would need to-well- understand in order to do so. So I asked myself, for example, which tasks or information and details from the text, would the students need to understand in order to perform the given standards? Lastly, once those "understandings" were identified, I needed to reflect and think of which questions would prompt them to finding these answers. The essential questions would be what steers the students in the right direction to come up with the desired understandings that they could then, apply to the long term learning targets.
The knowledge and skills the students would then acquire would be found in the given list of "Long Term Learning Targets." This would be the skills and activities that the student will learn in the given situation or classroom, but apply them beyond the class. These tasks are those that a student should develop through their schooling career, and after. The more realistic the tasks and information taken from a lesson, the more engaged and understanding a student will be, because it will have a true value to their actual lives.
The knowledge and skills the students would then acquire would be found in the given list of "Long Term Learning Targets." This would be the skills and activities that the student will learn in the given situation or classroom, but apply them beyond the class. These tasks are those that a student should develop through their schooling career, and after. The more realistic the tasks and information taken from a lesson, the more engaged and understanding a student will be, because it will have a true value to their actual lives.
Sunday, September 29, 2013
Stage 1 Backward Design Template: ELA-Writing
Established Goals:
W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization and analysis of relevant content.
_________________________________________________________________________________
Understandings:
Students will understand that . . .
- How to decipher what an author is saying in the text.
- How to write in an organized way.
- How to derive a specific topic.
- How to decipher what is important and relevant information
Essential Questions:
- What facts support your main topic?
- Why do you feel this way?
- What evidence do you have to support your idea?
- How should you organize your information to be most effective?
- If I asked you how you bake cookies, who can tell me how/the steps?
- Would it make sense to perform these steps out of order?
Students will know . . .
- Key terms: informative/explanatory text
- Examples of informative/explanatory text
- How to gather information
- How to organize their writing in an order that makes sense.
Students will be able to . . .
- Write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized.
- Introduce the topic of their text.
W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization and analysis of relevant content.
_________________________________________________________________________________
Understandings:
Students will understand that . . .
- How to decipher what an author is saying in the text.
- How to write in an organized way.
- How to derive a specific topic.
- How to decipher what is important and relevant information
Essential Questions:
- What facts support your main topic?
- Why do you feel this way?
- What evidence do you have to support your idea?
- How should you organize your information to be most effective?
- If I asked you how you bake cookies, who can tell me how/the steps?
- Would it make sense to perform these steps out of order?
Students will know . . .
- Key terms: informative/explanatory text
- Examples of informative/explanatory text
- How to gather information
- How to organize their writing in an order that makes sense.
Students will be able to . . .
- Write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized.
- Introduce the topic of their text.
ELA-Reading Backward Design Template Stage 1
Stage 1- Desired Results: ELA-Reading
Established Goals:
RI.6.3. Analyze in detail how a key individual, event or idea is introduced, illustrated, and elaborated in a text (e.g. through examples or anecdotes).
RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RI.6.6. Determine an author's point of view or purpose in a text and explain how it is conveyed in a text.
RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
_________________________________________________________________________________
Understandings:
Students will understand that . . .
- Who the key individuals are within the text
- What the point of view of the author is
- What the main events are within the text
- How to interpret the text and display it in their own way
Essential Questions:
- Who are the key characters within the text?
- What does the author think about these individuals?
- What do you think this event taking place would look like?
- How did you derive this idea? What context clues led you to that conclusion?
- What is the message the author is trying to get across in this text?
- Do you agree/disagree with the author of this text? Why?
Students will know . . .
- Key terms: figurative, connotative, point of view
- How to visualize/develop a mental image through text
- How to develop an emotion of the writer through text/context clues
- How to explain their own point of view using a different medium
- How to support their findings with facts from the reading(s)
Students will be able to . . .
- Analyze how key individuals, events or ideas are developed throughout text
- Use a variety of strategies to determine word meaning in informational text
- Determine an author's point of view or purpose of informational text.
- Explain how an author's point of view is conveyed in an informational text
- Use a method of different media to develop and deepen their understanding of a topic/idea
Established Goals:
RI.6.3. Analyze in detail how a key individual, event or idea is introduced, illustrated, and elaborated in a text (e.g. through examples or anecdotes).
RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RI.6.6. Determine an author's point of view or purpose in a text and explain how it is conveyed in a text.
RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
_________________________________________________________________________________
Understandings:
Students will understand that . . .
- Who the key individuals are within the text
- What the point of view of the author is
- What the main events are within the text
- How to interpret the text and display it in their own way
Essential Questions:
- Who are the key characters within the text?
- What does the author think about these individuals?
- What do you think this event taking place would look like?
- How did you derive this idea? What context clues led you to that conclusion?
- What is the message the author is trying to get across in this text?
- Do you agree/disagree with the author of this text? Why?
Students will know . . .
- Key terms: figurative, connotative, point of view
- How to visualize/develop a mental image through text
- How to develop an emotion of the writer through text/context clues
- How to explain their own point of view using a different medium
- How to support their findings with facts from the reading(s)
Students will be able to . . .
- Analyze how key individuals, events or ideas are developed throughout text
- Use a variety of strategies to determine word meaning in informational text
- Determine an author's point of view or purpose of informational text.
- Explain how an author's point of view is conveyed in an informational text
- Use a method of different media to develop and deepen their understanding of a topic/idea
Sunday, September 22, 2013
Assignment #3 Understanding by Design
Backward Design:
This is my first introduction of the idea of backward design, and I must say at first I didn't quite understand how it was any different than typical teaching. Obviously, as a teacher in NYS, we are all focused on getting our students to pass certain assessment tests given by the state, that ranks them in a national setting. In order to conduct a proper lesson, we must focus on these learning standards, and content objectives so that the students are prepared for what it is they are going to be asked at the end of the course. So to me, I thought at first, that this was the way most effective teachers taught.
Thennn....I got to the second video, and he really opened my eyes as to what it was meant by Backward Design. In this template we as educators focus on the goals first, working backward to assessment and finally content. We need to not focus our goals for our students on content goals, but rather effective performance goals for the students. Being a math teacher, the math example literally gave me excitement! And to be excited about a lesson on mean, median and mode is quite an accomplishment! That was such a clever way to look at such a mundane topic in mathematics! And I loved how the one person commented, that it was differentiated in allowing those students who tend to tune out math because they're not strong in the content or they have no interest, become interested and find out a way to really describe fairness in a mathematical way. ALSO the best part was getting those smart, talented "math students" to be stumped and have to explain or back up their understanding! Its absolutely brilliant!
This concept of Backward Design makes the educator focus not on the required content goals, but rather use these content goals to further their students' expertise in a greater goal, such as fairness, or why the constitution is important or what it allowed to develop later in our generations (as depicted in the videos). It allows students to think more critically about what they are being taught. And how to apply it to their overall knowledge of not just the content within the course, but how it effects their lives. And to most students this is a very important concept. If they can see the importance for themselves personally, then its that much easier to have a classroom of engaged young minds to expand and teach!
This is my first introduction of the idea of backward design, and I must say at first I didn't quite understand how it was any different than typical teaching. Obviously, as a teacher in NYS, we are all focused on getting our students to pass certain assessment tests given by the state, that ranks them in a national setting. In order to conduct a proper lesson, we must focus on these learning standards, and content objectives so that the students are prepared for what it is they are going to be asked at the end of the course. So to me, I thought at first, that this was the way most effective teachers taught.
Thennn....I got to the second video, and he really opened my eyes as to what it was meant by Backward Design. In this template we as educators focus on the goals first, working backward to assessment and finally content. We need to not focus our goals for our students on content goals, but rather effective performance goals for the students. Being a math teacher, the math example literally gave me excitement! And to be excited about a lesson on mean, median and mode is quite an accomplishment! That was such a clever way to look at such a mundane topic in mathematics! And I loved how the one person commented, that it was differentiated in allowing those students who tend to tune out math because they're not strong in the content or they have no interest, become interested and find out a way to really describe fairness in a mathematical way. ALSO the best part was getting those smart, talented "math students" to be stumped and have to explain or back up their understanding! Its absolutely brilliant!
This concept of Backward Design makes the educator focus not on the required content goals, but rather use these content goals to further their students' expertise in a greater goal, such as fairness, or why the constitution is important or what it allowed to develop later in our generations (as depicted in the videos). It allows students to think more critically about what they are being taught. And how to apply it to their overall knowledge of not just the content within the course, but how it effects their lives. And to most students this is a very important concept. If they can see the importance for themselves personally, then its that much easier to have a classroom of engaged young minds to expand and teach!
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