This week we were introduced to webquests. I had an idea of what they were before, and am so excited for this opportunity to actually make one with my group. I think Webquests intigrate technology in a way that makes learning about the topic fun and exciting. Instead of reading facts from a dry, boring textbook, students can take on certain roles, play games, watch movie clips, etc. as they learn about the specific topic and then transfer the knowledge they've gained into a project, write-up, etc. As we have come to understand the importance of intigrating technology into the classroom, I think learning about webquests and how to create and search for them is an important tool for any teacher. I honestly feel that webquests have the ability to engage and reach more students than the traditional way of teaching which includes reading out of a textbook.
Our group has decided to do 3rd grade and focus on the health standard that addresses the aspect of nutrition. Students will learn about what a calorie is, how it relates to what we eat, and the food pyramid (the new one). Although we are just in the beginning processes of our webquest, and I have no idea what challenges my lie ahead, I am thrilled to be learning about this tool so I can use it in the future.
Sunday, November 30, 2008
Sunday, November 23, 2008
#13 - Technology Interview Reflection
When we were first asked to do the technology interviews I was surprised at the questions and the purpose. However, having completed the interviews I think I see the purpose. Doing the interviews helped me realize how technology is used in schools and the need for change and improvement as it relates to technology and the students. I interviewed the computer teacher and the library/ media teacher. I was surprised that although the school does have quite a bit of technology, students really don't have the freedom to use a lot of it. They are able to use the computers in the computer lab it seems only when they have class or if their teacher brings them in another day. As for the 5 computers in the media center, there are educational games on there for students to play. I am curious to know if students are free to use those computers at any time and whether they can access the internet from those computers. As for the lack of CD rom's or other materials, I think that this school does have quite a bit of technology that can be used considering that there are some schools who have none, so I wouldn't complain about what they lack.
As a future teacher, this experience taught me that it will be important to find out the technology available and to take every advantage as possible to allow my students to learn using the computer. In this circumstance where the computer lab is free on Monday's, I would take every opportunity to teach a lesson with my students using the computers each and every Monday I could. I would do as Mr. Wyatt has done and use other technology such as CD players and perhaps IPOD's and show the students how those items can be used to learn. I get the feeling in the Elementary school setting that the technology is kind of hands-off for students. At least in the context of letting them explore and discover. In this day and age it seems a little silly considering the students likely know better than we do how to manipulate and use such technology. I hope that eventually we get to the point where technology in the schools is very much a hands-on thing for the students to help them learn and prepare for the future.
I have definitely had my eyes opened since that first day in Doc Waters Instructional Media class. Prior to that first class, I thought technology was fun and great to use in the classroom but saw it as a nice garnish instead of part of the main dish. I am happy to say that I have come to realize through additional research, that incorporating technology in the classroom and making it part of the learning process is essential if we are to really speak the language of students these days and prepare them for the future. The majority of students come from tech-rich homes and if they haven't experienced today's technology in their own homes, they have likely experienced it at a friends' home. Knowing the importance technology plays in the learning and preparation of students makes me have really strong negative feelings for NCLB and makes me realize that the way schools are funded needs to change. While many students do have access to technology at home, there are many students who are from poor homes, poor families that do NOT have access to technology at home. The next best place for them to have access to technology would be school. However, the way schools are currently funded, if they are from poor neighborhoods, then it is likely, they attend a school which is run off of less money, which means they probably cover the basics with the funding they receive and are lacking funds to put toward technology. So, these students are deprived both at home and at school of the opportunity to learn, interact and engage with technology and therefore are in effect, LEFT BEHIND and unprepared for the future. I think there has to be a better way to ensure all students of all schools access to technology - even the most basic tool of a computer. I think it is wrong and unjust that students in our own country, our own cities, our own neighborhoods are deprived of accessing the most basic tool of technology - a computer, and yet in richer more affluent areas students have lap-tops at their desks. I wish we as a nation concerned with the education for all children, could see past the streets and borders that separate the rich from the poor and see the benefit of ensuring all schools are meeting a minimum standard of technology so we as teachers CAN prepare students for the future and so they are NOT LEFT BEHIND. What's the point in us as future teacher's being required to take classes to teach us how to integrate technology if there is no technology to integrate in the schools we teach?! (Can you tell I am passionate about this?! How can I NOT be when I am preparing to become a teacher, being taught and understanding the importance of technology, and realize that if I teach where I most desire - in a lower-income school, it's likely they will lack the technology I am being taught to intigrate!) That passion comes from a deeper and greater understanding of the importance of teaching our students using technology - a world that they have been born into and the future of where they will become the leaders.
As a future teacher, this experience taught me that it will be important to find out the technology available and to take every advantage as possible to allow my students to learn using the computer. In this circumstance where the computer lab is free on Monday's, I would take every opportunity to teach a lesson with my students using the computers each and every Monday I could. I would do as Mr. Wyatt has done and use other technology such as CD players and perhaps IPOD's and show the students how those items can be used to learn. I get the feeling in the Elementary school setting that the technology is kind of hands-off for students. At least in the context of letting them explore and discover. In this day and age it seems a little silly considering the students likely know better than we do how to manipulate and use such technology. I hope that eventually we get to the point where technology in the schools is very much a hands-on thing for the students to help them learn and prepare for the future.
I have definitely had my eyes opened since that first day in Doc Waters Instructional Media class. Prior to that first class, I thought technology was fun and great to use in the classroom but saw it as a nice garnish instead of part of the main dish. I am happy to say that I have come to realize through additional research, that incorporating technology in the classroom and making it part of the learning process is essential if we are to really speak the language of students these days and prepare them for the future. The majority of students come from tech-rich homes and if they haven't experienced today's technology in their own homes, they have likely experienced it at a friends' home. Knowing the importance technology plays in the learning and preparation of students makes me have really strong negative feelings for NCLB and makes me realize that the way schools are funded needs to change. While many students do have access to technology at home, there are many students who are from poor homes, poor families that do NOT have access to technology at home. The next best place for them to have access to technology would be school. However, the way schools are currently funded, if they are from poor neighborhoods, then it is likely, they attend a school which is run off of less money, which means they probably cover the basics with the funding they receive and are lacking funds to put toward technology. So, these students are deprived both at home and at school of the opportunity to learn, interact and engage with technology and therefore are in effect, LEFT BEHIND and unprepared for the future. I think there has to be a better way to ensure all students of all schools access to technology - even the most basic tool of a computer. I think it is wrong and unjust that students in our own country, our own cities, our own neighborhoods are deprived of accessing the most basic tool of technology - a computer, and yet in richer more affluent areas students have lap-tops at their desks. I wish we as a nation concerned with the education for all children, could see past the streets and borders that separate the rich from the poor and see the benefit of ensuring all schools are meeting a minimum standard of technology so we as teachers CAN prepare students for the future and so they are NOT LEFT BEHIND. What's the point in us as future teacher's being required to take classes to teach us how to integrate technology if there is no technology to integrate in the schools we teach?! (Can you tell I am passionate about this?! How can I NOT be when I am preparing to become a teacher, being taught and understanding the importance of technology, and realize that if I teach where I most desire - in a lower-income school, it's likely they will lack the technology I am being taught to intigrate!) That passion comes from a deeper and greater understanding of the importance of teaching our students using technology - a world that they have been born into and the future of where they will become the leaders.
Thursday, November 20, 2008
Week #12 - Field Experience - Technology in the Classroom 3
So, this is our 3rd and final week of field. While my field partner was gone the 2nd week, in Hawaii, I was able to teach a few "unplanned" lessons such as Math and vocabulary, help individual students and reflect a lot on how to incorporate technology in the classroom and just how much to incorporate it. Before I rage on about my reflections on technology outside of the classroom (which I will do in a later post), let me talk about what I have seen IN the classroom and our last experiences with technology as we taught our final 3 lessons.
Our cooperating teacher, Mr. Wyatt is a great teacher and I can see that he believes technology is important. He has a computer station that has 4 computers, CD players that some of the students who are struggling with reading use, a radio/disc player which he used to play music for the class, the projector and his own computer. AND, he is the webmaster for the school. I had the opportunity to talk with him a little bit and he explained that he got the computers for his class because the school changes out computers every 4 years and teachers are able to request some of the old computers. Despite having computers in his classroom, and the ability to hook up internet, he explained that if they hook up the class computers to internet it slows down the connection for the computer lab so they aren't allowed. Also, I learned that students have computer class 4 days a week for 3 weeks and then they switch and have PE for 3 weeks.
As for the lessons we taught this week that incoroporated technology we had 1 go really well, and the other one not so well. Our first lesson we did a PowerPoint of sets of pictures of technology from Ancient China, Ancient America's and modern times. For each set of pictures, student had a minute or so to write down what they thought the pics were, similaries between the series of pics and differences between the pics. We incorporated the "SNOWBALL" method which the students LOVE and I felt like it was a successful lesson helping the students understand the connection between technology used in ancient times being the foundation for many technologies we use today.
Our next lesson was one I was heading up. I wanted to do stations where students would move from one activity to another and I wanted to integrate technology in a way that was hands-on for the students. One of the stations I planned was the computer station. I planned for the students to type up their Diamante poems on their Ancient Civilization which we planned to print and give to them. I figured it would be trouble-some when I went to open the word processing program, (Appleworks), and saw the dusk and gook covering the keyboards, surrounding area of the desk and the monitor. It was then that I realized that while these computers look great in the classroom, it doesn't seem they are used very much. (so sad!) I cleaned them up and then looked around for a printer (we had a sub with us that day), and there wasn't one hooked up. Great! I had my jump drive so we talked about just saving the poems to our flash drives and then printing them off afterwards. That may have worked great except that it seemed I planned too much or expected the students to complete more in the time alotted for each station that they were able to complete, so very few students completed their poems. And then, one computer that had many students' poems on it froze and we lost all of their work before we could get it saved. Despite the whole lesson seeming disasterous, I feel like I learned a lot that I hope to implement in the future.
Our last and final lesson was a success...thank goodness. It was actually a blast and my favorite time of teaching the students. And that was because it was fun for all of us involved. We had the students separated into their groups from the day before and they put together a news story on their ancient civilization. We used pretend microphones and video taped their presentations (there's another lesson we used with technology that went well). Many of the students really got into character and all of the students participated and did really well.
Our cooperating teacher, Mr. Wyatt is a great teacher and I can see that he believes technology is important. He has a computer station that has 4 computers, CD players that some of the students who are struggling with reading use, a radio/disc player which he used to play music for the class, the projector and his own computer. AND, he is the webmaster for the school. I had the opportunity to talk with him a little bit and he explained that he got the computers for his class because the school changes out computers every 4 years and teachers are able to request some of the old computers. Despite having computers in his classroom, and the ability to hook up internet, he explained that if they hook up the class computers to internet it slows down the connection for the computer lab so they aren't allowed. Also, I learned that students have computer class 4 days a week for 3 weeks and then they switch and have PE for 3 weeks.
As for the lessons we taught this week that incoroporated technology we had 1 go really well, and the other one not so well. Our first lesson we did a PowerPoint of sets of pictures of technology from Ancient China, Ancient America's and modern times. For each set of pictures, student had a minute or so to write down what they thought the pics were, similaries between the series of pics and differences between the pics. We incorporated the "SNOWBALL" method which the students LOVE and I felt like it was a successful lesson helping the students understand the connection between technology used in ancient times being the foundation for many technologies we use today.
Our next lesson was one I was heading up. I wanted to do stations where students would move from one activity to another and I wanted to integrate technology in a way that was hands-on for the students. One of the stations I planned was the computer station. I planned for the students to type up their Diamante poems on their Ancient Civilization which we planned to print and give to them. I figured it would be trouble-some when I went to open the word processing program, (Appleworks), and saw the dusk and gook covering the keyboards, surrounding area of the desk and the monitor. It was then that I realized that while these computers look great in the classroom, it doesn't seem they are used very much. (so sad!) I cleaned them up and then looked around for a printer (we had a sub with us that day), and there wasn't one hooked up. Great! I had my jump drive so we talked about just saving the poems to our flash drives and then printing them off afterwards. That may have worked great except that it seemed I planned too much or expected the students to complete more in the time alotted for each station that they were able to complete, so very few students completed their poems. And then, one computer that had many students' poems on it froze and we lost all of their work before we could get it saved. Despite the whole lesson seeming disasterous, I feel like I learned a lot that I hope to implement in the future.
Our last and final lesson was a success...thank goodness. It was actually a blast and my favorite time of teaching the students. And that was because it was fun for all of us involved. We had the students separated into their groups from the day before and they put together a news story on their ancient civilization. We used pretend microphones and video taped their presentations (there's another lesson we used with technology that went well). Many of the students really got into character and all of the students participated and did really well.
Tuesday, November 11, 2008
Week #11 - Field Experience - Technology in the Classroom 2
I have to say that attempting to incorporate technology using our Digital Story and Power Point during 2 different lessons the 1st week of field, did not go well. Our Digital Story wouldn't play on our cooperating teacher's Mac. It did the same thing it did on Doc Water's Mac when I tried to play it on hers. Unfortunately, I didn't watch close enough when she got it to play on hers to see what she needed to download to get it to play. We dealt with it and were able to get the sound and manually click through the pictures. Unfortunately, it just didn't have the same affect. For the next lesson we had planned to use a Power Point to visually illustrate symbols of different relgions to introduce the students to the main part of the lesson. This time, I did bring my own laptop, however it was very slow AND we had to figure out how to get it hooked up to the projector which took a while. So, despite the plan to use it as an introduction to our lesson, it wasn't ready until the middle. We did end up using it, but again, it was unfortunate that it didn't work as planned.
We are planning a lesson in which we are hoping will be tech-rich, disaster and glitch-free. I contacted Axel to get a better idea of what tech-rich might be after learning that the classroom computers which we were hoping to use to incorporate a web-quest do not have internet. In his email response he said that when he grades our lesson plans he is just looking that we used the backwards design and will not be grading it based on whether or not there is technology present. I AM SO CONFUSED about this. From what I understood from Doc Waters, she is not grading our lesson plans either. So, is it necessary to include more technology than what we have used? And does anybody care if we use technology? Just kidding! I know it's important, I am just really confused since it seems none of our teachers know what the requirement for those tech-rich lesson plans are and the teachers who receive our lesson plans are looking for other qualities that don't include technology. Despite the confusion, I am going to press on and seek ways to use technology that is available, (which won't include internet). I have an idea of showing an educational movie clip on the ancient civilization each group will be working on. Then, they will rotate to a different station where they will use that info to do an art project, write a Diamonte Poem on the civilization they are studying, and then type it up using a word processing program on the class computer. Hopefully it will work out as planned. I would like to have at least 1 positive teaching experience using technology.
Despite our own mishaps with technology we planned to use, I have seen an additional use of technology not mentioned in the previous post. Today, 2 students who are reading quite below grade level went with me into a seperate room. They use a reading program that includes an audio CD which they listen to using a CD player. The teacher had the students listen to the story 1st so they could hear good reading. Then he had them listen again and read along. Next, he had them read aloud to me without the CD player. I thought this was great use of technology...(where the brand or type doesn't make a difference! - ha!)
We are planning a lesson in which we are hoping will be tech-rich, disaster and glitch-free. I contacted Axel to get a better idea of what tech-rich might be after learning that the classroom computers which we were hoping to use to incorporate a web-quest do not have internet. In his email response he said that when he grades our lesson plans he is just looking that we used the backwards design and will not be grading it based on whether or not there is technology present. I AM SO CONFUSED about this. From what I understood from Doc Waters, she is not grading our lesson plans either. So, is it necessary to include more technology than what we have used? And does anybody care if we use technology? Just kidding! I know it's important, I am just really confused since it seems none of our teachers know what the requirement for those tech-rich lesson plans are and the teachers who receive our lesson plans are looking for other qualities that don't include technology. Despite the confusion, I am going to press on and seek ways to use technology that is available, (which won't include internet). I have an idea of showing an educational movie clip on the ancient civilization each group will be working on. Then, they will rotate to a different station where they will use that info to do an art project, write a Diamonte Poem on the civilization they are studying, and then type it up using a word processing program on the class computer. Hopefully it will work out as planned. I would like to have at least 1 positive teaching experience using technology.
Despite our own mishaps with technology we planned to use, I have seen an additional use of technology not mentioned in the previous post. Today, 2 students who are reading quite below grade level went with me into a seperate room. They use a reading program that includes an audio CD which they listen to using a CD player. The teacher had the students listen to the story 1st so they could hear good reading. Then he had them listen again and read along. Next, he had them read aloud to me without the CD player. I thought this was great use of technology...(where the brand or type doesn't make a difference! - ha!)
Thursday, November 6, 2008
Week #10 - Field Experience - Technology in the Classroom 1
So far it's been a great experience in Mr. Wyatt's classroom. I feel like I have been able to see many positive things I hope to take back to my own classroom when that time comes. As for technology, the first bit of technology that drew my attention was his microphone. He has a microphone he clips to his shirt and as annoying as I thought it might be, it is actually really beneficial. I heard him speak a few times without it and as a student in the very back of his class, you definitely could not hear him as clearly, especially if there was group work going on or students talking. Over the last few days of watching him use the microphone, and actually using it myself, there have been no high pitch squeels or blasting tones or disrupting noises at all. I actually liked using it because I found it projected my voice better than be trying to project my voice without it.
Another thing I observed in the classroom, although we haven't seen the students use them while we've been there, is a small computer station within the classroom. There are 4 computers at a workstation which I assume are for student use. I think this is wonderful and would benefit every classroom. Despite having a computer room or class where students go 1 day a week, having easy access to computers right in the class is convenient. I think these would work great for projects where you had several groups working on a specific project or assignment. Then you could rotate the groups so each person had an opportunity to work at each project or assignment.
We have seen Mr. Wyatt make use of the projector daily. He has used it to project work problems he wants to students to do as a warm-up to math. He also used a Power Point presentation to review vocabulary words. It was quite simple but technology none-the-less. I hope as I spend more time in the classroom that I get to see more ways the teacher includes technology in the classroom and how the students benefit from that learning.
Another thing I observed in the classroom, although we haven't seen the students use them while we've been there, is a small computer station within the classroom. There are 4 computers at a workstation which I assume are for student use. I think this is wonderful and would benefit every classroom. Despite having a computer room or class where students go 1 day a week, having easy access to computers right in the class is convenient. I think these would work great for projects where you had several groups working on a specific project or assignment. Then you could rotate the groups so each person had an opportunity to work at each project or assignment.
We have seen Mr. Wyatt make use of the projector daily. He has used it to project work problems he wants to students to do as a warm-up to math. He also used a Power Point presentation to review vocabulary words. It was quite simple but technology none-the-less. I hope as I spend more time in the classroom that I get to see more ways the teacher includes technology in the classroom and how the students benefit from that learning.
Wednesday, November 5, 2008
Field Experience Journal - Day 3
Teaching: Today the day began as days prior with students reading silently. Mr. Wyatt introduced the idea of conflict in stories today and asked the students to be aware of the conflicts in the stories they are reading today. Although students didn't have to write anything down, he did tell them to be prepared to share if he called on them. During reading time he also called individuals over to his reading table. I assume he was gauging their progress, etc. Mr. Wyatt taught Math today and we helped students that needed assistance. He asked Marla and I to each choose our favorite picture book to share with the class. I chose Olivia by Ian Falconer. I love this series and the students seemed to enjoy it. It was fun to incorporate a picture book in a high elementary classroom. After each of us shared our story Mr. Wyatt asked students to volunteer conflicts they saw in the story. I love picture books and throughout my classes so far, I can see how they can be instrumental even in the upper grades.
Environment/ Students with Special needs: Since the students desks are arranged in groups, during test times the students get out their "office" which are folders stapled together. We saw the students use these today as they took their literature test. Mr. Wyatt asked me to read the questions on the test to one particular student. We went to the "alcove" where I could read him the questions and we wouldn't disrupt anyone. I did notice another person doing the same thing for another student.
Methods: Today, I noticed that Mr. Wyatt used a few methods to reach the kenistetic learners. For spelling review he had the students clap on consonants, snap their fingers on vowels and stomp for 'y'. These seemed to help engage students during an otherwise potentially boring task.
Class Management: So far I haven't noticed Mr. Wyatt call on any student to pull their behavior card. Today he called on 2 students while we were there to pull their cards. I also noticed that Mr. Wyatt uses the echo clap method to get students' attention and he also uses the provoke response method. (Not sure if that is what it is called.) The example of what he did is as follows:
Mr. Wyatt: "One, Two, Three eyes on me!I
The Students: "One, Two, eyes on you!
As Marla and I tried to remember some things we wanted to make note of that wasn't conducive to student's self-esteem we couldn't remember the exact situation so we have determined that we need to make notes while we observe. Hopefully this will prove more helpful for gathering info for our assignments.
Environment/ Students with Special needs: Since the students desks are arranged in groups, during test times the students get out their "office" which are folders stapled together. We saw the students use these today as they took their literature test. Mr. Wyatt asked me to read the questions on the test to one particular student. We went to the "alcove" where I could read him the questions and we wouldn't disrupt anyone. I did notice another person doing the same thing for another student.
Methods: Today, I noticed that Mr. Wyatt used a few methods to reach the kenistetic learners. For spelling review he had the students clap on consonants, snap their fingers on vowels and stomp for 'y'. These seemed to help engage students during an otherwise potentially boring task.
Class Management: So far I haven't noticed Mr. Wyatt call on any student to pull their behavior card. Today he called on 2 students while we were there to pull their cards. I also noticed that Mr. Wyatt uses the echo clap method to get students' attention and he also uses the provoke response method. (Not sure if that is what it is called.) The example of what he did is as follows:
Mr. Wyatt: "One, Two, Three eyes on me!I
The Students: "One, Two, eyes on you!
As Marla and I tried to remember some things we wanted to make note of that wasn't conducive to student's self-esteem we couldn't remember the exact situation so we have determined that we need to make notes while we observe. Hopefully this will prove more helpful for gathering info for our assignments.
Tuesday, November 4, 2008
Field Experience Journal - Day 2
Today Mr. Wyatt was in class. He uses a microphone for teaching and as intimidating and annoying and disruptive as I thought it might be, it was actually nice. Sitting all the way in the back of the class, you could hear him but it wasn't blasting or annoying.
The Teaching: As is the routine, the AM students came in and began reading books, newspapers, etc. of their choice. Next they were given their vocabulary test on the Great Flood. Students were directed once they were finished to put pencils away and get out their red pens for correcting. He has each student correct his own work. I found this great but different from what I did in school. We always have to change papers with a neighbor to ensure we were being honest I assume. I think this is a great alternative. It holds each student accountable for his own work and his own grade and doesn't humiliate him in the case he doesn't do well. To transition the PM students coming in, Mr. Wyatt writes the "Self Start" on the board listing what students are to do. An example of things he has them do are: 1) stack up journal 2) planners 3) math review - a transparency students do math problems from to prepare them for the math lesson 4) read.
Today, we taught the Math lesson on benchmark fractions. Of course, before starting, to wake us all up, we did "ZOMBIES". Although I was skeptical that kids would enjoy this silly song and movement activity, they actually seemed to like it quite well. As I reviewed the math material quickly to prepare to teach I realize that my 1st or so year of teaching, I am going to be doing as much homework as the students just to prepare to teach the material. It's been soooo long. While reviewing the previous day's homework answers we had students volunteer answers in order to be involved. I noticed that many of the same students were volunteering. I would hope in my classroom to be able to involve all students and help them all feel comfortable sharing their answers.
Class Management: So I noticed many charts around the classroom and was able to ask Mr. Wyatt about them today.
"Homeworkopoly" is a chart he got from homeworkopoly.com. This is used to reward students who turn in all their homework for the week. Students are rewarded with tickets (which go into a bowl for a later drawing which allows winners to some kind of reward.)
Surprises are candies which are in a black calderon. Mr. Wyatt will announce at times for students who answered a question correctly, etc. to go get themselves a surprise.
Tickets are given to students for random good behavior. These tickets are collected into a bowl for a the drawing on Fri. which allow students a surprise, frozen treat, etc.
Points are given to tables and as a whole class. I am not sure what the reward is as of yet. However, I have seen points subtracted if the class is being disruptive or not doing what they need to be doing.
Behavior card chart has each students name on it. If a student is talking when they shouldn't be or being disruptive in any other way, all Mr. Wyatt says is "student,....card" at which point they put their card in a sleeve showing they misbehaved. If more than 3 students get their card pulled then the drawing for Fri. is cancelled.
Although I think there is a pluthera of token systems in place and I can't hardly keep track, I wonder if these reward systems are behind the community feeling of the class. I hope that as I go throughout this field experience that I will be able to pinpoint more exactly what it is that aids the class in being so united so I can repeat it in my classroom.
The Teaching: As is the routine, the AM students came in and began reading books, newspapers, etc. of their choice. Next they were given their vocabulary test on the Great Flood. Students were directed once they were finished to put pencils away and get out their red pens for correcting. He has each student correct his own work. I found this great but different from what I did in school. We always have to change papers with a neighbor to ensure we were being honest I assume. I think this is a great alternative. It holds each student accountable for his own work and his own grade and doesn't humiliate him in the case he doesn't do well. To transition the PM students coming in, Mr. Wyatt writes the "Self Start" on the board listing what students are to do. An example of things he has them do are: 1) stack up journal 2) planners 3) math review - a transparency students do math problems from to prepare them for the math lesson 4) read.
Today, we taught the Math lesson on benchmark fractions. Of course, before starting, to wake us all up, we did "ZOMBIES". Although I was skeptical that kids would enjoy this silly song and movement activity, they actually seemed to like it quite well. As I reviewed the math material quickly to prepare to teach I realize that my 1st or so year of teaching, I am going to be doing as much homework as the students just to prepare to teach the material. It's been soooo long. While reviewing the previous day's homework answers we had students volunteer answers in order to be involved. I noticed that many of the same students were volunteering. I would hope in my classroom to be able to involve all students and help them all feel comfortable sharing their answers.
Class Management: So I noticed many charts around the classroom and was able to ask Mr. Wyatt about them today.
"Homeworkopoly" is a chart he got from homeworkopoly.com. This is used to reward students who turn in all their homework for the week. Students are rewarded with tickets (which go into a bowl for a later drawing which allows winners to some kind of reward.)
Surprises are candies which are in a black calderon. Mr. Wyatt will announce at times for students who answered a question correctly, etc. to go get themselves a surprise.
Tickets are given to students for random good behavior. These tickets are collected into a bowl for a the drawing on Fri. which allow students a surprise, frozen treat, etc.
Points are given to tables and as a whole class. I am not sure what the reward is as of yet. However, I have seen points subtracted if the class is being disruptive or not doing what they need to be doing.
Behavior card chart has each students name on it. If a student is talking when they shouldn't be or being disruptive in any other way, all Mr. Wyatt says is "student,....card" at which point they put their card in a sleeve showing they misbehaved. If more than 3 students get their card pulled then the drawing for Fri. is cancelled.
Although I think there is a pluthera of token systems in place and I can't hardly keep track, I wonder if these reward systems are behind the community feeling of the class. I hope that as I go throughout this field experience that I will be able to pinpoint more exactly what it is that aids the class in being so united so I can repeat it in my classroom.
Extra Credit:: Investigations Math
What?
Investigations Math is a method of teaching math which is a "non-traditional" approach to teaching math. It involves lots of group work but no textbooks. The arguments for investigations math include that students gain a deeper understanding of math and develop of love of math. Arguments against investigations math counter that students are not learning standard algorithms and math facts to be able to quickly recall them.
So What?
This type of math program has been implemented and from class discussion sounds like is still being used in some schools here in Utah, despite much debate. This method of teaching Math was implemented in Utah after it was implemented in California in around 2005. Since then California has quit using this method because they found it ineffective.
Now What?
I think the arguments for and against are both relevant. I think it is important that students learn basic math facts and if they do that by memorization and lots of practice, then so be it. However, I also see where making math more of a group project where students work together to explore and find the answer can be helpful. Especially for the students who really struggle. I don't understand why there can't be a middle ground that meets the needs of all students and involves both traditional math teaching combined with this new way of teaching.
Investigations Math is a method of teaching math which is a "non-traditional" approach to teaching math. It involves lots of group work but no textbooks. The arguments for investigations math include that students gain a deeper understanding of math and develop of love of math. Arguments against investigations math counter that students are not learning standard algorithms and math facts to be able to quickly recall them.
So What?
This type of math program has been implemented and from class discussion sounds like is still being used in some schools here in Utah, despite much debate. This method of teaching Math was implemented in Utah after it was implemented in California in around 2005. Since then California has quit using this method because they found it ineffective.
Now What?
I think the arguments for and against are both relevant. I think it is important that students learn basic math facts and if they do that by memorization and lots of practice, then so be it. However, I also see where making math more of a group project where students work together to explore and find the answer can be helpful. Especially for the students who really struggle. I don't understand why there can't be a middle ground that meets the needs of all students and involves both traditional math teaching combined with this new way of teaching.
Monday, November 3, 2008
Field Experience Journal - Day 1
Meeting the Principal: Today was the 1st day of field experience. We started the day off meeting with Principal Finch. It was great to meet him and see his commitment to providing a school atmosphere where there is respect (for all people), love of learning and where students do their best. He mentioned that at this time in our pursuit of this career is a unique opportunity to be "in" the moment as we observe and practice a little bit, but to be out of it observing and reflecting on how we will teach in the future. He encouraged us to be really reflective during this time. Thus, the reason for this daily journal. Although in and of itself it's not required, I feel it will be important to me in my reflective process. He compared our experience now to being on a balcony overlooking the dance below in which we are performing.
In the classroom today we had a substitute. I could see that despite her not being the regular teacher, the students know their responsibility to be respectful. I also noticed this in how they treated us as visitors to their classroom. I realized in seeing this that my preconceived notion that 6th graders were scary wasn't accurate. The students respected one another and respected us teachers. I also noticed while observing their interactions with one another that they function as a community. As I saw one student encouraging another,...or one student asking of another's well being after a fall, I was excited to see that in a classroom of many diverse students, you can have all students work together, care for one another and be a tight-knit community of learners.
The Teaching: First students began reading. Then students were taught vocabulary words relating the the Great Flood. Once the PM group joined the class, Marla and I taught math. We taught improper and mixed number fractions. As I watched the teaching methods, I saw an opportunity for students to become more engaged during the review of their vocab words. I thought it may have been more engaging if groups of students were to act out the vocabulary words and have the other students guess. However, I also realized as the day went on, that lots of material has to be covered in a short amount of time and that teacher's need to keep quite a tight schedule.
Classroom Environment/ Setup: The desks are set up as cooperative tables of about 5-6 students. There is a mini-computer station in the classroom that consists of 4 computers. There is a classroom library of picture books, young adult novels or chapter books, and resource books. The teacher has an "alcove" which seems like a place to meet with students individually, store supplies, and I also noticed some CD players back there. The environment of this classroom, as I mentioned before, is one of unity. I hope to be able to create that same type of environment in my future classroom.
In the classroom today we had a substitute. I could see that despite her not being the regular teacher, the students know their responsibility to be respectful. I also noticed this in how they treated us as visitors to their classroom. I realized in seeing this that my preconceived notion that 6th graders were scary wasn't accurate. The students respected one another and respected us teachers. I also noticed while observing their interactions with one another that they function as a community. As I saw one student encouraging another,...or one student asking of another's well being after a fall, I was excited to see that in a classroom of many diverse students, you can have all students work together, care for one another and be a tight-knit community of learners.
The Teaching: First students began reading. Then students were taught vocabulary words relating the the Great Flood. Once the PM group joined the class, Marla and I taught math. We taught improper and mixed number fractions. As I watched the teaching methods, I saw an opportunity for students to become more engaged during the review of their vocab words. I thought it may have been more engaging if groups of students were to act out the vocabulary words and have the other students guess. However, I also realized as the day went on, that lots of material has to be covered in a short amount of time and that teacher's need to keep quite a tight schedule.
Classroom Environment/ Setup: The desks are set up as cooperative tables of about 5-6 students. There is a mini-computer station in the classroom that consists of 4 computers. There is a classroom library of picture books, young adult novels or chapter books, and resource books. The teacher has an "alcove" which seems like a place to meet with students individually, store supplies, and I also noticed some CD players back there. The environment of this classroom, as I mentioned before, is one of unity. I hope to be able to create that same type of environment in my future classroom.
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