Senior Field - Mrs. Hortin's 3rd Grade

So, I have been in Mrs. Hortin's 3rd grade class for 3 days now and have had a couple of opportunities to teach something here and there. I am also in the process of preparing my Math lessons and Literacy lessons and as I was doing so tonight, I realized that the anxiety and nervousness I expected to feel at the prospect of teaching, isn't accompanying me like it was in previous experiences. Instead, I am excited and hopeful and anxious to reflect on how the lessons go and what I can do to improve. I really was doubtful when I heard Dr. Peterson say to us that we wouldn't want to come back to class - that we would want to stay and continue teaching. Honestly, I thought, no way!! I could likely stay in the classroom where I am comfortable for several more months - maybe years. Strangely, and rather surprisingly, something has changed (and I haven't even taught my "real" lessons yet), and I feel more prepared to teach...and more comfortable with the idea of teaching. I know there is still tons to learn, (and there always will be more to learn), so I am grateful for the remaining class time I have to learn from the "experts", but I am also so grateful for the feeling of comfort that has replaced the fear and anxiousness I have had continually about teaching.

RANT Blog!..ending on a positive!

Well, I imagine like other people in the class my biggest rant is just the huge feeling of overwhelmedness. (Probably not a word but if you're ranting, I think it's fair to make up words). I know I shouldn't feel as overwhelmed as I do. Thanks to organized, thoughtful Erica, we have a nice, printed out list of all of our assignments for field. And thanks to my wonderful employment (which I really do appreciate), and their inability to accomodate my 3 weeks and then 50 days off for field and student teaching, I no longer, as of today, have work to worry about. (AND I am thrilled about this because it is the closest I have been, and maybe will ever be to being a stay-at-home). Nevertheless, I am feeling overwhelmed with all that is coming up. I probably need a much-needed, long over-due, stress-eliminating run. I haven't gone for a run in over 2 weeks - (and I have learned to like, no...more like NEED running! - It's my inexpensive therapy).

Having just expressed how overwhelmed I am, and having overheard (and likely been heard) venting about the program, teachers, assignments, etc., I am certain that all that negativity has to come from us just feeling burned out and overwhelemed. Overall, I love the program, think it is wonderful and am proud to be a future graduate of the UVU program. I think the teachers in the education program do a great job of teaching the best they can, according to how we learn to teach. It is easy to be on our side and cast judgements, disagree and be negative but one day soon, we are going to be wearing the shoes of those we judged and were so critical of. I hate to think what parents, students, and coworkers could critique me on as a first year teacher (and for all the years after). Reminding myself of this gives me more patience and tolerance (on most days). I wish all others had this insight. The negativity doesn't do much for anybody.

SO, having said that I don't want to end on just the rants. So, here's some bits of good news!!

1. Next week I get to have a short reunion with my family in Las Vegas as we get together for my cousin's (who is much like a sister to me) wedding. I am thrilled about that and looking forward to the little HURRAH! right before field.

2. Our family is growing. I recently found out that I am pregnant and we are expecting...and the timing is perfect! End of May or sometime June. I will be graduated, with my degree (hopefully), and will have a couple months home before going into the teaching world. (Assuming I have to financially).

Fullfilling the Promise - pg 120-162

I am surprised at and appreciative for all the helpful, practical information that is packed into this book! Just when I thought we were done with the book and it couldn't get better, we had this reading/ reviewing to do which drew my attention to all the wonderful tools she put in here. (And honestly, I probably wouldn't have taken the time to know to explore the back of the book, to find these wonderful resources and examine them had it not been an assignment..and I would have missed out!)

Graphic Organizers:

I like the comparison graphic organizer and the way it it set up. I am familiar with this type of graphic organizer and think they are fun and easy to use. I also really like the Interactive notes. As we've talked in our literacy class and learned more about comprehension and such, I can see that using this type of graphic organizer would be extremely beneficial to students, and it's not one I have ever seen before.



Clarifying Learning Goals:

Something I hadn't thought about before until coming across the Developing Clarity about Learning Goals tools, was the idea of posting things on my wall, that will not only be helpful or guide the students, but myself as a teacher too. But why not? It would be "our" classroom, so it makes sense to have information posted on the walls that are both helpful to the student AND the teacher.



Learning Menus:

I love the idea of learning menus. It seems like one great way of differentiating instruction and meeting the instructional needs of several student levels. IT also gives students choice, something we've learned is important to students and gives them some control over their own learning.



Think-Tic-Tac-Toe:

Similar to the learning menus, this activity gives students choice and control over their learning. However, it is also tiered, allowing for teachers to differentiate based on readiness level. I can see myself using this type of activity to help differentiate for my students. It is easy, straight-forward and all of the activities are engaging and of equal merit.



RAFT: Role, Audience, Format, Topic

I love this activity and was first introduced to it in our Social Studies Methods class. I feel like this type of activity makes studying a particular topic more fun, more applicable to the lives of students, and more engaging. I think it helps focus students' attention as well, helping with comprehension.



Tiering:

I love that she added the graphic of the equalizer to help guide us (the reader), as we plan our lessons and aim to differentiate our lessons. It breaks it down and along with the tiered example lessons, seems to make it seem manageable and not as hard as I imagined tiering a lesson would be.



Complex Instruction:

This seems like a wonderful way to help students learn, relate their learning to real life and be in charge of their learning. The benefits of doing such lessons and having students work with and learn together are so great it makes me wonder why we don't see more of this type of instruction.



Rubrics:

Until being in this program, I don't think I had ever been exposed to a rubric before, and I know I didn't consider giving rubrics to my students. However, in my own learning rubrics have been very helpful in helping guide me as I fulfill an assignment. Rubrics clearly outline the expectations of the teacher and there is no question for the student as to what needs to be done. Seeing how helpful they've been in my own learning, I now do plan to use rubrics in my future classroom.



Learning Contracts:

I loved the idea of learning contracts. Similar to rubrics they give students an idea of what is expected of them and allows students to work on their tasks at their own pace. The ticket idea given in the book seemed like a great, fun idea that would get students motivated (just by the shape and idea of the ticket).



Think Dots:
I think this is a clever idea and can see myself using this tool in my future classroom. I love the choice it give students (in a game like way), and the versatility it gives the teacher and students, and I love the focus on the specific topic of study.


Multiple-Entry Journals:

As a student myself, I do remember having journals, but they were writing journals in 1st-3rd grade and we could journal about anything. I never remember having a journal where I wrote about concepts, strategies or ideas that came from my exploration or study of a topic in class. In our science methods class, and other classes, I can see where journals are a wonderful way to help students be involved in their learning, process their learning, grow in their learning, and express things about their learning they might not otherwise. These journals can be a great resource for the teacher in helping guide instruction and differentiate instruction.

All of these tools are so great to have learned about and to have as a future teacher in my resources. As much as I'd like to think I will remember all these wonderful ideas, I know my memory isn't that great so I am glad to have this resource.

CH 7. Fulfilling the Promise

I absolutely L-O-V-E-D loved (can you tell I've been reading Clementine to my daughter?) reading this last chapter. I felt like it was worded just for me. It was the final pep talk, encouragement boost and last big HURRAH I needed to feel confident enough to get out there, and BECOME a differentiating teacher!

One part that I loved about this last chapter (although there are so many things I loved), was that she addressed one of the biggest questions that probably has run through all of our heads since we first began learning about differentiation; "Why is it so hard?" I love the understanding that comes through when she says, "It's hard because people at home need so much of us too, and there seems never to be enough of us to go around, even for those people who are at ground zero in our lives, let alone those who inhabit the perimeters of our lives" (p.90). THAT describes perfectly a fear I have had. I WANT so badly to be a differentiating teacher, but I don't want to sacrafice the well-being of my own family and child. I want to nuture, teach and help all of my students, especially those that are suffering from deep scars, but not at the expense of creating deep scars in my own child. It almost seems dismal as she describes why it is so hard, (although you appreciate that she understands and "gets" what her readers are feeling).

However, she doesn't leave you feeling hopeless and unable. She gives you the following beautiful guarantees that make me want to try! She says, "The more promising for students our decision is, the more complex it will be to live out. The more full professional we want to become, the greater the risks we take. The more artful we want our work to be, the clumsier we will look along the way...BUT there is one more guarantee. The more willing we are to take the risks, the better the lives of our students are likely to become, and the greater the fulfillment we are likely to feel at the end of the day"(p.91).

She says that, "if we allow ourselves to fall in love with what we do, we will be reborn countless times, almost always in a form stronger and more fully human than the one that preceded it. Thus it may be that to teach more responsively, more effectively, we ultimately need to accept two challenges:
1) We need to cultivate passion for what we do
2) We need to remove our protective armor and allow our students to shape us, reflecting on and learning from what we see (p. 92)

If we sincerely and truly love the calling of a teacher and immerse ourselves in it, and give of ourselves, becoming vulnerable, then we will become differentiating teachers. Not overnight. Not in a week. But it will be a progressive development that will refine us as we emerge from each year spent with a group of new students. What a wonderful opportunity!! The picture she paints makes me sad for those teachers who teach their whole lives, and never get it. Never have this wonderous change and refining occur.

Another part of this chapter I really connected with was the metaphor examples. I throroughly enjoyed these. The metaphor of gravy reminded me of my grandmother. Ever since I can remember, at Christmastime, she would bake all kinds of Christmas cookies, treats and candies. She would spend hours upon hours in the kitchen. Days upon days leading up to Christmas. I remember one year she even had us help her use different colored chocolate to paint the decoration on top of the chocolate candies she had made (instead of just letting them be plain old chocolate colored). I am sure it was laborous for her to stand on her feet all those hours, bent over the kitchen stove, cleaning up messes. But, rather than seeing it as a chore or tradition she had to do, she began to enjoy it and love it. Although I have tried to make Grandma's Christmas treats, I can't quite do them the way she did them and get them to turn out the way hers did. I have kept on the tradition of Christmas baking and treat making, but I have learned to adapt the recipes she has given me, adding some of my own, and taking out others that didn't quite fit, so that I have the perfect Christmas goodie fit for myself and my family.

These metaphors helped me to realize that become a differentiating teacher is exactly the same idea. I have had awesome examples of differentiating teachers throughout this program and have come out of their classes with a great respect and admiration for them. At times, I have wished that I could teach like them. HOWEVER, I have come to see that I can't teach like them. I can't differentiate like them. I can only differentiate like me - what fits me. AND because I haven't yet taught and had experience differentiating, it is going to be a work in progress - something that develops. Differentiation for each person is as different as comparing their fingerprints. Each persons' is unique to them.

The last part of this chapter I was moved by(and I am not over-exaggerating - I was really getting emotional reading this last chapter and felt like she was right there, cheering me on and encouraging me forward), and it was the BIG HURRAH for me so I am going to quote it here to end my post:

"We learned to ride a bike not by studying about it until we were confident, but by getting on, falling off, and climbing on again...We learn by beginning and by keeping on. Our young, our schools, our country, and our world are better for each teacher who musters up all the courage he or she can find and says to the fox, "Can you show me how to tame you?"

Ch. 5 & 6 Fufilling the Promise

I love how easy this book is to understand and read. Surprisingly enough, even though it is considered a textbook, it is definitely a book I enjoy reading. The insights into becoming a differentiating teacher are practical - things we can use, explained in a way we can understand them.

CHAPTER 5

These chapters were about using curriculum and instruction to reach our students and meet their needs. The text emphasized, via a very excellent example, how knowing the curriculum and the material just isn't enough. Despite being master's at the content, if all we do is deliver it to our students and then leave it up to them to get it, we are failing at our job as teachers...and worse, possibly damaging their attitude toward school, a subject, etc. Instead, we need to do whatever within our power to encourage, stretch, and motivate our students, based on what we learn about them, to help them succeed. They should leave our classrooms, more fullfilled, "more potent human beings" (as the book phrased it), than when they entered.

In a college setting, I imagine it is quite difficult to get to know all of your students and teach all of the content, and yet, through the education program, I feel that many of my professors have known me (or enough about me), to teach the curriculum and instruct, in a way that has challenged me, inspired me, empowered me (otherwise I wouldn't be at this point in the program), and helped me to leave their class better than when I came out. I can't say that about very many of my college professors up to the point I got into the program. Perhaps the difference is you are the best of the best.

The book pointed out five characteristics that must be present in the curriculum and instruction in order to reach our students. (Put here on my blog for my benefit to refer to later)

1) Important - the students must know that what they study is essential -- that it will allow them to improve-- that it is essential to expanding their understanding -- and that it balances knowledge, skill and understanding.

2) Focused - the students must know that what they are doing is aligned with the essential learning goals -- that it is designed to get them where they need to go --that both student and teacher know why they're doing what they're doing --and both teacher and student know their work contributes to a larger picture of skill, knowledge and understanding.

3) Engaging - the students must often find meaning in their work -- must often find the work intriguing -- must see themselves in their work -- must see value to others in the work -- must often find that their curiosity is peaked because of the work -- must often find themselves absorbed by the work.

4) Demanding - the work must often be a bit beyond the learner -- growth is non-negotiable -- standards for work and behavior are high -- students are guided in working and thinking like professionals -- there is no "loose" time

5) Scaffolding - teacher teaches for success -- criteria for success are clear to students -- criteria for classroom operation and behavior are clear to students -- varied materials support growth of many kinds of learners -- varied modes of teaching supports the variety of learners -- small and large group instruction focuses on learner needs -- varied peer support mechanisms are available always -- teacher uses modeling, organizers and other strategies to point out success.

LIGHTBULB!! - So, as I typed those notes for the five characteristics, I realized that the majority of the education department professors practice these 5 elements with associated characteristics as they teach and instruct. Wow! We are experiencing in person the way that curriculum and instruction, when done right, meets the needs of it's students. (Even college students such as ourselves).


There was a part in the book that refers to Steven Levy. He talks about "finding the genius of the topic and combining that with the genius of the teacher in an environment that is rich and varied enough to tap the genius of each student." So essentially, we're back to realizing we can't teach EVERYTHING in the curriculum, so we find what's important. Then we combine that with our passion, in the awesome, community-like environment we can create through morning meetings where each student feels safe and valued for who they are. Then, the result is we bring out the genius in each and every student! I LOVE IT!!

I loved this quote, because I firmly believe that this is what we should strive for - as overwelming as it may seem. "Every lesson plan should be, at its heart, a motivational plan."



CHAPTER 6

The very first thing that caught my eye in this chapter, after ending on the understanding and belief that every lesson should be motivational, was the example of the teacher engaging students by having them think and then represent in some way, a change or circumstance that made them "sink" or "float" as an opening into a lesson on buoyancy. When I read this example I felt a flood of relief at realizing that lessons can be engaging without needing to be a big production. While I agreed that each lesson should be motivational, I was daunted and a bit overwhelmed thinking that each lesson had to have props, costumes, huge creativity. This example made me realize that with thought and clear direction, we can make our lessons engaging and motivational without doing big productions for each lesson, everyday. Whew!


In order to carry out important, focused and engaging curriculum and instruction, these strategies were mentioned:
- Focus student products around significant problems and issues

- use meaningful audiences

- help students discover how the ideas they are sharing and the skills they are learning are useful in the real word

- provide choices that ensure focus

- look at fresh ways to present and explore ideas

- share your experiences and have students do the same

In this chapter, the book highlighted some scaffolding techniques and gave examples which was very helpful to see. For me, the visual of seeing the differences he made between version 1 of the assignment and version 2 gave me a good idea of how I can do the same.

Some strategies mentioned in the book for demanding and supporting curriculum and instruction (and put here on my blog for my benefit to refer to later) are:
- use tiered approaches

- incorporate complex instruction

- use a variety of rubrics to guide quality

- provide learning contracts when appropriate

- aim high

- take a "no excuses" stance

- become computer savvy

- help students realize success is the result of effort

- use the New AMerican Lecture format (well organized lecture - graphic organizer - guidance in completion of organizer - stop often during the lecture to ask for ideas, predictions, etc.

- designate "keeper of the book" - includes date, list of homework, assignments and important knowledge, understandings and skills explored

- try ThinkDots - a strategy that provides peer support

- directly teach strategies for working successfully with text

- use think alouds

- use small group instruction

- promote language proficiency

- use weekend study buddies

- make peer-critique sessions a regular feature

- cue and coach student responses

- team with resource specialist

I love how the big picture of it all is slowly coming together, creating a more clear picture as to how it all works, as the bits and pieces are revealed throughout each chapter. As I read this book and the information in it, it makes me feel capable of teaching. There are some classes where it all seems so overwhelming, or where I start to think I am lacking an important thing that will ensure my success as a teacher (like a loud, powerful voice for example), but as I read this, those doubts wash away and I am left feeling that I can be successful as a future teacher - a differentiating teacher!

Ch.3 & 4 - Fullfilling the Promise

These chapters were so full of great information and insights that will help me become the differentiating teacher I hope to become. I love this book - how easy it flows and reads. I am so grateful for this resource as I prepare myself to become a differentiating teacher.

Ch. 3 Fullfilling the Promise
For my own benefit and future reference I am going to note important aspects I took from the chapter and then will add my insights at the bottom. (I will likely follow this same format in all of my blogs so I can reference the information later).

Five ways a teacher can respond to student needs.

1) invitation - rooted in an unerring belief in the worth and dignity of each learner
Teachers words, actions and demeanor must communicate:
- I respect you.
- I want to know you.
- You are unique and valuable.
- I believe in you.
- I have time for you.
- I learn when I listen to you.
- This place is yours too.
- We need you here.

The invitiation is always there - it is unconditional!! Every student is worthy to be valued, dignified and respected just for being there in class. No strings attached! What a wonderful concept for each student to know and feel from their teacher.

In one of the examples of teacher's implementing this, one teacher had a "Trouble Basket" she had placed at the door. Every morning, along with the greeting and the word of the day, students could put their troubles in the basket and left them there so they could get on with learning. What a wonderful idea! Just the fact that the teacher recognizes that students have hard days and that she cares about them being happy in the classroom before they start the day. I loved this.

2) Opportunity - inclusive of each individual, fosters positive attitudes about self and learning, enhances meaning in both school and life,and engenders competence. Enlivening the classroom and minds.

Teachers words, actions and demeanor must communicate:
- I have important things for you to do here today
- The things I ask you to do are worthy things
- The things I ask you to do are often daunting
- The things I ask you to do open new possibilities for you
- The things I asked you to do help you become all you can be
- You have specific roles here that make us all more efficitent and effective

3) Investment - Teachers act as mentors, advocates and parners to students - personally engaged in what they ask students to do.
- I work hard to make this place work for you
- I work to make this place reflect you
- I enjoy thinking about what we do here
- I love to find new paths to success
- It is my job to hep you succeed
- I am your partner in growth
- I will do what it takes to ensure your growth

4) Persistence - Teacher models the steady but relentless quest for excellence, acknowledges the distance the child has come but recognizes how much there is still to go and helps students realize that the quest for aulity never ends. "We're all on a journey - none of us is ever through striving."
- You're growing, but you're not finished growing.
- When one route doesn't work, there are others we can find
- Let's figure out what works best.
- There are no excuses here, but there is support.
- There is no finish line in learning.

5) Reflection - Teacher knows that "Failure is not an option" - teacher reflects on daily practice and beliefs.
A teacher communicates the following:
- I watch you and listen to you carefully and systematically
- I make sure to use what I learn to help you learn better
- I try to see things through your eyes.
- I continually ask, "How is this partnership working?"
- I continually ask, "How can I make this better?"

As I reflected on this chapter, I of course thought about the teachers I have had. The teachers who made a difference, who made me feel important and needed were teachers who met all or some of these needs. I remember specifically my 3rd grade teacher, Mrs. Kaywell. My cousin and I were in the same class and caused some trouble from time to time. I don't remember being really fond of the teacher, but I didn't dislike her either. I remember my feelings changing when I received a personal, hand-written card from her. I instantly felt bad for the trouble we had caused her, and then gained an appreciation for her because I felt she cared about me.

I also remember teachers who accepted and rewarded me for my lack of persistence. As a high school senior it was a requirement to do a term paper in order to graduate. I wasn't a bad student, but I did procrastinate - especially big projects. So, I didn't do it. Rather than talk with me and help me overcome the obstacle and help me persevere, my teacher said nothing about me never completing the term paper and passed me (I think with a B). As a high school student, you would think I would be pleased that I passed a class I deserved to fail and that I got to graduate. However, I have always regretted that the teacher didn't help me to succeed and fullfill what I should have.

One of my most favorite quotes from this chaper:
"They are remarkable because they live what they believe." (pg. 26) I LOVE this quote. It makes me think of some people and families I have recently learned of who have suffered great tragedies and who, because they LIVE what they BELIEVE (their religion), are able to come through it with a peace and comfort that amazes and astounds me. I want to be a teacher who lives what I believe - and also a person, who lives what I believe. I bet like most things, it is easier said than done - but worth all the effort!

Ch. 4 Fullfilling the Promise

Classroom Environment
- Study Students' Cultures in order to gain insights as to how to make learning more interesting
- Convey Status in order to help students see the possiblities in peers that are quiet, have different backgrounds, or who struggle.
- Commend Creativity in order to create a tone of possiblity and a class of contributors.
- Make room for all kinds of learners in order to create a positive and friendly learning environment.
- Help students know about one another by doing "morning meetings", interest groups and "word Jars" or "idea jars"
- Celebrate success in order to give students recognition for having reached a goal.

Although I haven't seen a personal example of a classroom celebrating the success of one of their peers, I have heard experiences of others, and the benefits to both those giving praise and the one receiving praise is huge. I think it validates the work and effort of the student being praised, and let's them know they have a team cheering for them. As a class, I think it helps other strive to do their best, knowing they have the support of their peers.

Communication in the classroom
- Hold Goal Setting Conferences which gives the student and teacher the opportunity to examine student's work, talk about strengths, set goals and helps students take ownership of their learning.
- Use Dialogue Journals to communicate with students and to give students the opportunity to communicate with you as the teacher.
- Incorporate teacher talk groups in lesson plans in order to get a quick assessment of student needs, understanding of content and how class is functioning.

I don't remember too much of this happening when I was in school. The closest thing was probably a journal we had to write in daily, but we didn't write about strenghts, work, or goals. I think this would be very beneficial in helping students own their learning and in letting them know they had the teacher's support and encouragement.

Classroom Operation

Four General Rules

1) We will show respect for people, their ideas, and their propery

2) We will work hard to ensure our own growth and to assist the growth of other

3) We will persist, even when things are difficult and uncertain.

4) We will accept responsibility for the quality of our work and for our behaviors and actions.

I love that the book says that students should understand that the class rules or guidelines are to be "what we need to succeed". SO many times we think of rules as limitations. What a great change of viewpoint.

Other strategies for classroom operation
- Time is valuable - convey this to the students and help them use their time wisely
- Fair is ensuring all students get what they need to succeed
- Teach up, work up - Challenge students and teach them to embrace challenge and the opportunity if gives them to enjoy meeting the challenge.

Classroom Routines

- Flexibility within the classroom comes from routines
- Let students do things for themselves as that is how they become more independent. If we continually do it for them, we rob them of the opportunity to become independent.

I thought the idea of the green and red "stop and go" cards and the Emergency Red Cross tongue depressers, was unique and useful. As teachers try to meet the needs of his/her students, it will require that the students be responsible for themselves at times. This is a great way of giving students that opportunity while also monitoring them in a way that won't disrupt small group or individual activity going on.

Other strategies for classroom routines:
- visual cues
- pre-establish groups
- use goal cards
- teach for smooth transitions

Support Systems
- Vary materials
- Use graphic organizers
- Provide survival packets - packet put together by the teacher that has key info, ideas, skills, vobaculary, etc. from a unit to help a student master it.
- Use participation prompts - advance notice that you are going to ask the student to partipate so they can gather thoughts. They include think-alouds and think-pair-shares.
- Build language bridges

Because we as teachers want students working just a bit past where they are comfortable, it is important that we provide support systems to help them be successful in their endeavors.

Shared Responsibility in the Classroom includes academic and environmental issues.
- Use evaluation checklists
- Involve students in scheduling decisions
- Engage students in assessing their own progress
- Help students to set their own academic goals

When everyone takes responsibility the classroom becomes less of teacher/students and more like a family or community. This reminds me of something I heard about having chores and/or traditions in a family. These assigned chores or family traditions, help each family member feel important - helps them feel a sense of belonging to their family. In a similar way, I think shared responsibility of the classroom helps unite the class as a family/community and in order for the teacher to meet the needs of her students, and be that differentiating teacher, this is key.

Bit by bit it is all coming together and I am starting to realize that differentiation is a whole lot of little things put together. At first I was overwhelmed thinking that differentiation meant knowing each student and creating 30 different lesson plans for each student in order to meet their needs. I am gaining an understanding that differentiation is much like creating a home/safe haven, for your family. There are many things a mother/wife does within the home that speaks to her children/spouse, individually and in much the same way, we must do that for our students if we are to be differentiating teachers.

Inventories & Preassessments

FULFILLING the PROMISE pp.100-103

I would use the "Student Profile Survey" to get a feeling for the environment each student prefers to learn in as well as the way they work best. Then, based on that information, I would be sure to create an environment that met each students needs, (to the best of my ability). One such example is the statement that reads, "Need quiet/ (or noise) when I work". Although it would be impossible to have noise and quiet at the same time, I would be sure to have work-times when there was music or something, and then have work times when it was quiet as well. This survey is a tool that provides the teacher with insight as to the differences among the students in his/her class in order to guide and strive to meet each students individual needs. In my school experience I don't ever remember completing a survey such as this, however as a future teacher, desiring to know the most I can about my students in order to effectively guide them in their learning, I think this survey would be extremely valuable.



The "Student Interest Survey" I would use to help me find out the interests of each of my students. As we've discussed and read, we can NOT differentiate if we aren't aware of our students' interests. This survey gives the students a chance to not only highlight their interests, but gives insight into potential weaknesses or difficult areas for student, areas they would enjoy learning more about, etc. As a teacher you could use that information to differentiate the instruction for your students. In my own experience, I do recall having taken similar surveys, however I don't remember them being as extensive as this survey; including questions about what I found hard and what I would like to learn more about. As for what I would add or remove from the survey's, I honestly, after reviewing them several times, think they are both very thorough and don't think I would take from or add anything to either of them.



After reading through the "File of Inventories/Pre-assessments", the inventories that I think I would be able to use for ST (which I am guessing means Student Teaching), would include the "Problem-Solving Rubric". I am positive that during my time student teaching I will have the students do activities, etc. in groups and this pre-assessment seems like it would be helpful. I also think using the Mathematics Self-Assessment would be helpful, (even for use in this coming field experience when we have to teach 3-5 lessons). Having an idea of where and how a student sees themselves in relation to subjects they are learning, especially Math, is important because so many students struggle with math, or write themselves off as not "math people." Having a self-evaluation would guide the teacher in finding those students who think they "can't do it" and who have the attitude of "math is not for me" and using that information to guide instruction, and hopefully, after several successful activites with Math, changing that student's attitude toward math. In addition, I think several of the other "readiness" pre-assessments would be very beneficial. (I explain a bit more on this below). I also LOVE LOVE LOVE the learning profiles in "Fulfilling the Promise" and while I am not sure my cooperating teacher would find it appropriate for me to hand out one of these in the middle of the year when I start student teaching, (she did an interest survey the 1st day - although it was no way near as thorough), I would definitely use 1, both, or a combination of these surveys the 1st day in my own classroom.

While reviewing and reading through these inventories and pre-assessments, it dawned on me how critical these types of tools are. As we have progressed through our classes, we have learned how important the "assessment" is in our lesson plans in order to guide our instruction from that point - that it's not so much just to give a grade. After reviewing the material assigned for this week, I have a clear vision of just how valuable these types of inventories and pre-assessments are in helping us acheive the goal of becoming differentiating teachers and I am grateful that you made us aware of these resources and that they are available.

Ch. 2 - Fullfilling the Promise & Ch. 1 - Differentiation in Practice

FULLFILLING THE PROMISE - Ch. 2

This chapter highlighted 5 needs that learners seek to be met and that must be met if we are acheiving the "differentiated classroom":
1) Affirmation: Will I be affirmed as a person here?
2) Contribution: Is there a real contribution for me to make in this place?
3) Purposeful: Will what goes on here seem purposeful to me?
4) Power: Will it make me realize I have power within me?
5) Satisfactory Challenge: Will I feel satisfaction that comes from a challenge conquered?

As I reflect back on my years in the educational system, I can think of specific circumstances when the teacher/classroom met or didn't meet these 5 needs and the affect it had on me.

In my elementary years, I think my teachers did a fair job of meeting those basic needs. However, my 4th grade teacher did an awesome job of meeting those needs. While my first few years of school are a blur, I can remember specific details of my experience in 4th grade. I remember specifically feeling like I belonged, that I contriubuted and that I was challenged. I wasn't the top student, in fact, I was a class clown that year and was disciplined at times for disrupting the class. It would have been easy for me to feel like an outsider, or an annoyance. However, because my teacher met those needs, I always felt like I belonged - even when I was sent to sit in a chair outside the classroom door.

In my middle school years there was a negative incident that ocurred that set the tone for the remainder of my public school years. A teacher called me into an office with a group of fellow classmates to have them dispute something she told me while it was just the two of us talking. I remember feeling "ganged up" on and school was no longer a safe place where I felt accepted. As I went from middle school to high school, I withdrew even more. On the majority of days I would go the whole day at school without talking or being talked to directly. I wasn't affirmed as a person. I didn't feel like I contributed. I didn't feel like I had any power within me. It was a difficult time.

Now, as a college student in the education program, I do feel those needs are met and I can see the positive difference in myself as a student because those needs are met.

QUOTES FROM THE TEXT
"The truth is, we will never really do all each child needs us to do. A simultaneous truth is that the first truth is no reason to stop trying" (pg. 22) - I love love love this quote. It gives me comfort - both as a mother and as a future teacher.

"Connecting with each child is at the heart of differentiated teaching, because this approach to teaching does not accept learners as interchangeable parts" (pg.22)

"Reflecting on the immensity of the needs of the immense number of students with whom we have worked and will work becomes an easy invitation to teacher guilt. The point is not the entertain guilt. The point is to relentlessly seize the remarkable opportunity of a teacher to shape lives-to do the best we can to ensure that we are better at reaching children today than yesterday, better at is this year than last" (pg 22) - This quote makes me think of mommy guilt I've experienced as a mother. The guilt I've felt when I have snapped at my daughter out of stress or some outside influence. The guilt I've felt as I've left to go to work (out of necessity) when all my heart desires is to be a stay-at-home mom. The guilt I felt recently when returning to school (out of necessity) and taking time away from my daughter. Not entertaining the guilt is KEY if we are going to succeed at doing the best we can!

DIFFERENTIATION IN PRACTICE - Ch.1

This Chapter highlighted 4 elements that exist behind a differentiated classroom
1) Who we teach - important to understand the individuality and commonality among the class. Sometimes we often think of the differences, however striking the balance is important.
2) What we teach - information taught must be adapted to individual learners in order to teach them well.
3) Where we teach - the classroom must be a place where the needs of both individuals and the group as a whole are met.
4) How we teach - important to be flexible in instruction

This chapter also highlighted the 12 hallmarks of a differentiated classroom.
One of my favorites is:
THE TEACHER EMPHASIZES INDIVIDUAL GROWTH AS CENTRAL TO THE SUCCESS OF THE CLASSROOM.
I think this is sooo very important not only for differentiation, but also in helping the class feel like a community and to foster that togetherness. Unfortunately, I have seen in previous field experiences where a student who is far behind, is kind of "written off" - just filling a seat in the classroom because he is sooo behind the teacher can't possibly catch him up and she has 25 other students to teach. If applying this principal, no student would be "written off".

The baseball camp metaphor talks of Coach Mac and says, "...he sees and studies the differences in the faces and bodies that stand before him each day. He continually crafts an environment that asks of each person the best he or she can give. What he teaches...is for everyone. How he teaches,...varies with individual needs and the needs of the team as a whole" (pg. 14) - When I read this certain words and phrases stick out to me - such as; STUDIES, CONTINUALLY CRAFTS, ASKS THE BEST OF EACH PERSON. When I think of these words and how they will apply to me as a teacher striving to have a differentiated classroom, I realize that it will take effort and not just effort for one day, one month, but enduring, continual effort. It will also mean changing and improving, adapting and tweaking. Lastly, it will mean that I must GIVE my best so I can then ask the best of my students.

Morning Meetings and Ch. 1 - Fullfilling the Promise

I am so excited to be in this class. I am a firm believe in differentiating instruction for each individual student (as is the goal for many teachers wanting to make a difference in the lives of her students), but I was fairly clueless as to how to go about this. Thank goodness for this class!

MORNING MEETING PACKET
I love, love, love the idea of morning meetings and think that the benefit for both the teacher and the student is monumental. Morning meetings help both the teacher and student focus and prepare for the day to come. They also foster friendship and community within the classrom - which is essential if you are striving to have an ideal learning/ teaching environment. The benefits extend beyond the walls of the classroom and include helping students become responsible citizens.

Morning Meetings consist of 4 parts:
1) Greeting
2) Sharing
3) Activity
4) News & Announcements

One of the ideas from the Morning Meeting packet which appeals to me was Terrance Kwame-Ross' method for including parents in morning meetings and in rule making. The idea of having the children create a special ticket inviting a significant adult to attend the meeting helps both children and parent see the importance. Also, the option of taking home a video recording to help parents share in morning meetings that way for those who just aren't able to attend one. Another idea from this teacher that I really liked was having the parents write on a shape cut-out one social and one academic goal (hopes and dreams) for their children as a way to include them and receive their support for classroom rules.

In the Morning Meeting packet there was the Building Bridges of friendship activites, in order to help build that sense of community. My favorite activity in those listed was the Beam Bridge Job Chart! I especially love the part of including pictures of the students! I not only believe in the benefits of morning meetings, but I think as a student they would have helped me fit in better with my class and form friendships easier. I was shy growing up and therefore, many times, isolated myself and dreaded "group" work.


CHAPTER 1 - Fullfilling the Promise
Some of the most imporant things I read from the chapter (which I hope to remember), are the following:
4 Student Traits
1) Readiness - which refers to a students knowledge, understanding and skills
2) Interest - topics that evoke curiosity and passion in the learner
3) Learning profile - how students learn best
4) Affect - how students feel about themselves, work, and classroom as a whole

4 Classroom Elements
1) Content - what we teach adn how students gain access to that knowledge
2) Process - how student makes sense of the info, ideas and skills presented
3) Product - assessments or demonstrations of what students have come to know
4) Learning Environment - operation and tone of classroom

NOTES of interest in a differentiated classroom
- What we as learners bring to school matters in how we learn.

- As teachers, we must take into account who we are teaching as well as what we are teaching.

- In differentiated classrooms teachers are continually assessing student readiness, interest, learning profile, and affect in order to modify content, process, product, and the learning environment. In a differentiated classroom, I realize that it is not just a one-time set-up, or lesson plan. Changes are continually made in order to meet each students' needs.

- In the metaphor of "The Little Prince", although the prince might be considered as the teacher because he is taming the fox, the fox also ends up teaching the prince. So, they both take the role of teacher and as learner. It truly becomes a "student-centered" classroom where both student and teacher are edified.

WONDERFUL QUOTES
- "The one-size-fits-all teacher may very well discover that the "size" of instruction he or she has selected fits almost no one." (pg. 2) - How true is that?! Even when we pick out clothing or accessories that claim to be "one-size-fits-all", usually it doesn't fit us as well as we think it should - because we are all different.

- "What is essnetial is invisible to the eye" (pg. 87 in The Little Prince) pg. 9 I think in becoming a true differentiated teacher who makes a difference, you MUST see those things which are invisible. Growing up I didn't come from the tradionally family home. My grandmother raised me, my father had died when I was a toddler, and my mother was in a hospital for Schizophrenia. One of the teachers that meant the most to me, I imagine must have known those things that were invisible to the eye, reached out to me...and although I wasn't a top student and probably acted out sometimes, made me feel important and cared about.

- "You become responsible forever for what you have tamed" (pg. 88 in The Little Prince)pg. 9 Thinking about this as a parent who raises/ teaches, a child, once the child is grown and moved out - that child still belongs to you. Their successes are your successes, and their failures or struggles, become yours as well.

- "We are no longer teaching if what we teach is more important than who we teach or how we teach.(pg 10) This concept seems soooooo common-sense and yet, with the pressure on teachers to acheive high scores in tests, etc., I can see that it can be and likely is, a battle for teachers to remember and practice this each day. As a teacher I WANT to remember this and remind myself each day, WHY I AM TEACHING - it's for the students!

The World Around me is ALIVE & Beautiful!!

In 2 short class periods in this class, the way I see the world has changed completely. Instead of being a passerby in the world around me, I am drinking in the world around me....even the tiniest of little details. I am painting mental pictures and appreciating the smallest specks which I previously would have been either oblivious to or just slightly taken notice of. For example, on my walk to the education building this morning, I saw a hill on campus that was covered in snow. I have seen that same hill covered in snow for the last week or so. It hasn't changed since I saw it yesterday. However, instead of seeing that same hill covered in snow, I saw that hill blanketed in white perfection, unblemished, untouched, as a white canvas waiting and anticipating the brush strokes of color from an artist's hand.

A similar example: I was rushing from the free parking lot to the education building in hopes of being a minute or 2 early instead of right on time. As I jogged, like I usually do, instead of just being aware that I was jogging and a little huffy, I noticed that my feet shuffled along the ground as a train chugging along the tracks. And my heavy breaths were visible in the cool, crisp air, puffing from my mouth as smoke puffing out from the train pipe.

A teacher who can change a students perspective and bring to color a world that they were previously just walking through and not soaking in, IS AMAZING and talented and is a treasure to her students. I am so grateful to be in Nancy Peterson's class, for the experiences she shares, the excitement she brings to the subject and for her passion. And to those former students who chose to focus on her imperfections and personally attacked her in the evaluations, SHAME ON YOU!!! And what a loss for you, you silly geese! (Geese because like the obnoxious, honking geese you see at a pond when you go to feed ducks, they are never satisfied!)

Back to School!

Well, I am glad our first week back to school is a short one. It takes me some getting used to after a break. And, even though it was only 3 weeks, I had the pounding, annoying, painful 1st day of school headache. So far, the teachers are great! Which isn't all that uncommon in the UVU Education program. All of my teachers in the program have been great! Many have been incredibly awesome! I hope to be that kind of teacher to my students one day.

One reason I wanted to write was because of a story our Language Arts teacher shared with us. She called in Patty's story. It was the story of a brilliant little girl full of creative thought and ability even before starting kindergarten. However, after 2 months into Kindergarten, she struggled to write a sentence. The reason being that her teacher's had tested her according to the district program and followed the recommended assignments, the majority of which were way below her level. They beat the creatively and brilliance right out of her by not "knowing" her abilities and her talents. It was very sad to me and has stuck with me! Perhaps because I have a little girl of my own who I think is quite brilliant, and can imagine how tragic it would be if the same thing happened to her.

I am excited for this semester and what we will learn. I would also be lying it I weren't a bit nervous and apprehensive about the work that lies ahead.

Personal Learning Theory

What?

I took the quiz that determines which one of the theories we are most in-line with. Although I scored something different for each of the categories, my scores were very close together: 46 for Humanistic, 44 for Cognitism and 42 for Behaviorism. I noticed that the elements I liked spanned across all of the different theories. I also noted however that based on the further readings attached to the test that explained the Humanistic theory, I find myself most in agreement with the 5 basic objectives of this theory which are:
1) promote positive self-direction and independence (development of the regulatory system);
2) develop the ability to take responsibility for what is learned (regulatory and affective systems);
3) develop creativity (divergent thinking aspect of cognition);
4) curiosity (exploratory behavior, a function of imbalance or dissonance in any of the systems);
5) an interest in the arts (primarily to develop the affective/emotional system)

As I reviewd my logs, these are some of the things I noted that I liked - I love the idea of intrinsic reinforcement, self-efficacy, and self-regulation. One of our responsibilities as teachers is to instill a love of life-long learning and I believe that one of the most important ways we do that is by fostering these 3 principals in our students. Another thing I liked was the idea of modeling . I believe that it is absolutely true that students learn from observing people around them. Along with that is the concept of a community of learners which is the idea that students work together and learn from one another and the teacher acts as the facilitator. I also have a firm belief that a large part of how successful our students our in learning material is based on the prior knowledge or schema they have and whether we as a teacher have activated that prior knowledge. I was fortunate enough to be in a class this semester taught by Axel. He demonstrated the importance of this principal in such a way that it really impacted me. He wrote the following sentence on the board: "The notes went sour when the seam split" and asked us to think about what it meant. We (the whole class) was totally clueless. He told us that once he gave us the "magic" word it would make perfect sense. The magic word was bagpipes. He explained that we weren't stupid people for not knowing what the word was, just as our students aren't stupid when they don't "get" something we are teaching. They simply need their prior knowledge or schema activated, just like we needed the "magic" word. His illustration of that principal really stuck with me and I came to see that students build new knowledge by connecting it with what they already know.

As for principals or concepts I didn't like, I honestly didn't see any that wouldn't benefit students if used in the correct way. I could see however where if misused, some concepts could be damaging or counteractive to promoting learning. For example, using a token economy as a means to reward conceptual knowledge based on a specific percentage or score. This would most definitely leave some students out because of the different levels of learning. Another bad example would be using a token economy to motivate students to do something they are already motivated to do. This can cause them to lose the desire to do it because they want to - which would impede us as teachers in our goal to instill in them life-long learning. However, I recognize that each student and each classroom will be different and what might work for one, may not work for the other. As long as the system or reinforcement that is established promotes learning for each student, and the class, while also encouraging students to be life-long learners, then I believe that the methods, practices, theories, discussed in the book can be beneficial.

So What?
Before I knew the theory I was officially most alligned with, I've always had an idea that self-efficacy, intrinsic motivation, self-regulation, etc. are all things that lead to what I believe to be one of the most important goals we have as teachers - to encourage our students to be life-long learners. Knowing this theory will help me find appropriate and successful ways to develope and encourage self-efficacy, intrinsic motivation, self-regulation, etc. in my students. I will also look for ways to incorporate the aspects from the other theories that I feel are important to learning, such as modeling and peer interaction, as I teach. As a teacher it will be important to show my students examples of intrinsic motivation. I loved the idea of teaching students to give themselves a pat on the back for a job well-done. This and other methods will be important for me to have in my classroom. Also, teaching students the steps involved for self-regulation - goal setting, monitoring, evaluation. Perhaps in the classroom this will involve setting some kind of system where I teach students how to self regulate by having each student set an individual goal for a specific subject, monitor their progress with some kind of online graphing tool or paper chart, and evaluate their progress over time. As I read more about the humanstic theory I also learned that promoting creative, using the arts and fostering curiosity will be important in my future classroom.

Now What?
After reading about the humanistic theory, and finding that I am most aligned with this theory, my task now is to learn what this theory is all about and how to incorporate it into the classroom. I need to learn which methods or teaching styles work best and the types of activities that will engage the students and promote the principals of self-efficacy, self-regulation and intrinsic motivation. Perhaps this theory is called by a different name in our book (as it seems to have some of the aspects of behaviorism and social cognitivism), or perhaps it is one we haven't gotten to yet. Either way, it will be important for me to find, develop and learn ways to promote the objectives of this theory which are to:
1) promote positive self-direction and independence (development of the regulatory system);
2) develop the ability to take responsibility for what is learned (regulatory and affective systems);
3) develop creativity (divergent thinking aspect of cognition);
4) curiosity (exploratory behavior, a function of imbalance or dissonance in any of the systems);
5) an interest in the arts (primarily to develop the affective/emotional system)
I still have so much to learn and hope that as I go throughout the rest of my classes and as I gain experience, that I will be an example of life-long learning to my students. I also hope that I will be able to be a teacher who "provides a foundation for personal growth and development so that learning will continue throughout life in a self-directed manner" - (from the "learn more" link on the determining your theory quiz).

PDP - My Beliefs

I have definitely had my eyes opened since that first day in Doc Waters class and 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, at a store display, etc. I am no longer prisoner to an unaware mind when it comes to the importance of technology. I have come to see that if I (and every other teacher) are to successfully and effective teach today's children and prepare them for the future that lies ahead, then we MUST use technology. When I say use I don't mean use it as we do a garnish on our entree plate - I mean use it like we use sauces. Garnish simply sits on the side of the plate and the diner has little interaction with it. Quite the opposite, sauces are mixed right in the main entree and are usually the "it" that makes the meal so tasty.

The slide show titled, "Tools for Change" illustrated clearly how I hope to integrate technology and the clear, defined difference that I hope my students experience in my future classroom, between the old way and the new way. I want to be a teacher that is the facilitator, the learner, the provider of access and resources, and technology. And I want my class to be filled with students who are searchers, active researchers, problem-solvers, strategists, collaborators and experiential learners. I won't be afraid of technology and I won't be afraid of taking the role of learner in situations where my technology savvy students are more knowledgeable than me. I look forward to becoming that teacher and meeting those students.

PDP - Lesson's Learned

I have learned a great deal, just while in this class, about the importance of integrating technology. The assigned articles and videos just seemed to drive home the idea that the students we teach today learn completely differently than we learned yesterday. As I read the article titled "Millennials" and watched the video "Did You Know" the need for us future teachers to integrate technology became much more clear. I can clearly see that integrating technology is no longer an option if we truly want to teach today's kids - it really has become a necessity. The article, "Millenials" clearly illustrated that students are seeking to be taught in a way that they understand - through the use of technology. As I reflected on how today's student's are being taught, and thought about how students in today's classroom's must feel where technology is not integrated, it reminded me of how it would feel to us if we had to go back to churning our own butter. We know there is a more effective way and yet we are forced to turn a blind eye to the technology that would make our lives so much easier, and just get through using the old way. In my future classroom, I don't want my students to feel like they just have to "get through" using the old way. I want their learning experience to be worthwhile and exciting.

Also, I was surprising to see the number data presented in the video, "Did You Know?". The most startling statistic for me was that 70% of 4 year olds in the U.S. have used a computer. I know this to be true in my home. I have a 3 year old daughter who has been "playing" on the computer since she was about 18 months. It was eye opening to see that this is happening in households all over the United States and it helped me to realize that integrating technology is NOT just for the upper grades. If we are to teach effective and engage the students in higher order thinking and prepare them for the future that lies ahead, we need to begin now.

PDP - Strengths and Weaknesses

According to the Net Standards and the UNI Survey my strengths included basic technology equipment operations and concepts, tools to access information and software applications. My weaknesses illustrated that while I have a solid understanding of these things as they relate to productivity and professional practice, I lack the knowledge I need as a teacher to successfully integrate technology in the classroom. Specifically, I am not as aware as I could be of instructional software and how to match that software the to the needs of the students. Also, I am not sure how to plan and design appropriate learning opportunities that integrate technology. In addition, I have absolutely no knowledge on how to use a Mac. Taking this survey helped me to see that although I had strengths in some areas, in no area was I an expert. This opened my eyes to the fact that there is still so much to learn.

As a future teacher who desperately wants to implement technology into her lessons across the curriculum, I have chosen two goals to help me achieve this successfully, (based on the weaknesses mentioned above). The first goal I have is to seek out and learn about the instructional media available to teachers, and how to match the software to the needs of my learners, so I can better implement technology in my future classroom. The second goal I have is to learn how to use a Mac. Knowing that these are the computers that I will using in my classroom gives me some fear because I have absolutely no knowledge about how to use a Mac. During our field experience mishaps, that largely were a result of not knowing how to use a Mac or make our resources compatible, I was frustrated and decided that learning how to work a Mac was an important goal that I needed to accomplish.

While in this program I have come to learn that there are many programs and resources available to help teachers. A resource I found that would help me accomplish my goals of integrating technology in the classroom, according to the needs of my students, is found here, at the Utah Education Network site. There are many Professional Development classes available to take but this one focuses on helping teachers integrate technology into the curriculum. There are 2 different classes to take. As part of the course it highlights the many instructional resources that are available for both the students and the teacher. The second class extends beyond the first class and goes further helping the student and teacher become "creators" of such projects. Also found on the UEN site is a tutorial I would take to help me become familiar with a Mac. It is found here. I believe taking a tutorial like this now would help me be effective in implementing technology in the classroom from the get-go. I fear that if I started teaching with out the knowledge of how to use a Mac, I would be at a great disadvantage. By taking a tutorial such as this before I get into the classroom, I can be at that much more of an advantage and be that much more prepared to integrate technology in the classroom.

Tech Article #2 - KidsVid

Kidsvid is an instructional website that allows students a creative way to demonstrate and present material they have learned in class. It provides teachers with the scaffolding and tools students need to make it happen, and includes a resource for teachers on how to integrate video making into the curriculum, including lessons. To check it out, click the picture above.

On the home page is a menu that lets the students choose one of the following stages:

1) scripting - writing down on paper what the story is about
2) making the video - capturing the sounds and images on video
3) editing - putting all the elements together in a way that a story is told
4) showtime - showing your movie

Each stage is designed to walk the students through that process step by step. In the scripting stage there is a storyboard tool that allows the students to plan out their whole movie. Below is a screen shot from the tool.

In the making the video stage there are links that allow the students to learn about; their camera, how to get the best shot, camera moves -which includes video examples, lighting and audio. The editing stage highlights the use of good music, effects and jump shots, with video examples to demonstrate each part. The last stage, showtime just allows the student to choose the format they want to use for their video and allows them to compress the data.

The site also includes The Theater - which is a place where students can display and share their finsihed product. Click here to view samples of videos students have put together which demonstrate an awesome job in intigrating technology, literature, and art. (My favorite is Tortoise Run! - especially the Kangaroo laugh!)

As a future teacher who wants to teach using technology as much as possible in order to engage and teach her students, I think this is a wonderful website. I love how the site is designed. It is easy to navigate and very clear in walking the student through each step of the process. The resources available to the teacher are helpful and useful in helping make this tool a success for both him/her and the students. And, best of all, it too is free!

Tech Article #1 - Casa Notes

This is an online tool designed for teachers. It allows teachers to quickly make and customize notes that are used often to send home to parents or give to students. The tool allows the user to customize the letter by changing some of the contact, changing color, and adding graphics. Some of the notes that are available include; filed trip note, well done certificate, progress report, student contract, medication and parent-teacher conference. Each note is available in both English and Spanish.

When you first get to the site, there is a list of the notes that are available. You choose the one you want by clicking clicking the bubble next to it. Then, you click on the next button and are walked through a few steps of customizing the letter. Very easy and user-friendly. The last and final step is simply printing out your customized letter. To choose the letters available in Spanish, there is a link in the top right corner that says, "version espanol" which you can click to bring up the same letters but in Spanish. To check it out, click the graphic at the top of this blog.

I think this tool would be extremely helpful for teachers for many reasons. First off, it is very easy and user-friendly. We know that as a teacher, time is a valuable asset. This tool would give teachers time they usually spend creating such letters, for something else. It would allow teachers who have students in their classroom whose parents speak Spanish, a way to send home communication to the parents, in their own language. Each note is numbered and is the same number for both the English and Spanish version. And last but not least, it's 100% free.

Social Cognitivism

What?
The social cognitive theory is the perspective that learning happens through observing others and that it is an internal process that may or may not lead to a change in behavior. A study that was done using the Bobo doll demonstrated that when children observed an adult demonstrating physical violence on the doll, they too imitated what they had seen happen. In some cases, children got more aggressive and built upon what they had seen. Part of the theory involves Reciprocal Causation which is an interdependence of environment, behavior and personal variables which all play a role in influencing learning and development.

Learning can happen in a couple of ways including; modeling an adult such as the teacher and imitating what they do and through the observational learning effect where a student acquires a new behavior after watching someone else do it. For a student to successfully learn from modeled behavior they must:
1. pay attention - to the model who is demonstrating the desired behavior,
2. have retention - remembered what was learned,
3. have the motor reproduction - to be able to imitate the behavior
4. have the motivation - to be demonstrate the modeled behavior.
Self efficacy and self-regulation contribute to this theory and are an important part in helping students prepare for their future.

So What?
Knowing the theory of social congitivism, along with the other theories, and applying the principals from each one, will help me become a better teacher. Knowing that students learn from behavior they see modeled, is extremely important to know as a teacher who stands as a model for students day in and day out. It is also important to know that children learn from observing other peers. This theory also pointed out the importance of self efficacy and self regulation. As a future teacher, it will be important for me to help foster feelings of self-efficacy in my students and help them self-regulate so they can be as successful as possible.

Now What?
I believe that knowing about this theory will help me be a better teacher. I will strive to always be a model of what I expect out my students. I also hope to be able to encourage my students in appropriate behavior by teaching them self-efficacy and self-regulation. This chapter highlighted how important these 2 principals are in helping students succeed, not only in their school career but in their lives.

#15 - Webquest - The Creation

Well, we started the creation of our webquest. I think it is going to turn out really neat and I am excited, as I have mentioned before, for this opportunity. Our topic is on nutrition and there are so many wonderful sites out there on nutrition for younger kids. We have planned for the students to use technology and do some activities on the computer, but have also incorporated some activities that students will do at their desks from the information they gather from the webquest. Since learning we were going to do a webquest I have taken some time to explore the webquests that are available and they are such great tools for teaching an array of subjects. Some of the reasons I think webquests are so great and plan to use them in my future classroom are:

1. they engage the students using technology
2. students can be given a specific role to go along with their task which can make learning about the subject and going about the task a little more fun
3. they are an effective way to teach students problem solving and critical thinking skills

As we have started the creation of our webquest, I have seen many reasons to NEVER again to it through powerpoint. It takes so long just to get the formatting and the hyperlinking set up. If we were able to use a program or tool that allowed us to build a webquest we could skip all of the formatting stuff we ended up doing during class and spend more time on actually making the webquest. I am sure that through this process however, that I may learn how to do something using power point that may help me in the future, so I am just taking this as a learning experience - even if it is annoying at times. :)

Behaviorism

What?
Today in class we discussed behaviorism. There are many aspects of behaviorism. One of the aspects include reinforcements.

Reinforcements:
There are 2 different kinds of reinforcements and both increase behavior. Negative Reinforcements take away something to increase good/bad behavior. Positive reinforcements on the other hand add something to increase good/bad behavior. An example given in class that described these reinforcements was a hot air balloon. To make a hot air balloon rise you can do 2 different things. You can add hot air (positive reinforcement) or you can take away sand bags which decreases the weight and allows the balloon to rise.

Punishments:
There are also 2 different kinds of punishments used in behaviorism. Removal punishments
take away something students want such as recess, a fun activity, a toy, etc. Presentation punishments add something such as extra work, visit to the principal, etc.

We also discussed different types of motivation, which included intrinsic (self) motivation and extrinsic (outside) motivation.

The last aspects of behaviorism we discussed were the 2 types of conditioning: Operant conditioning which is voluntary and classical conditioning which is involuntary.

So What?
As a teacher with many students to both teach and manage, understanding behaviorism is important. As teachers, we want students to behave in an appropriate way however we also have their best interest in mind. Understanding behaviorism helps guide is the best way to teach and motivate students. There is the use of token economy's, group contingency plans, and of course, reinforcements. Knowing how to use each of this concepts is critical in ensuring that we better our communities of learning.

Now What?
I found this lesson to be very helpful in clarifying some questions I had as a result of my field experience where a token economy was used and several extrinsic positive reinforcements were used. It was a bit blurry trying to determine what was beneficial and what may have been hindering the students. I have definitely more clear today and have a better idea of how I would like to implement the theories of behaviorism in my future class. I will make every effort possible to teach students to have intrinsic motivation. This is sooo very important and it seems it is something we are losing at a very fast rate as teachers adopt complex token economy systems. I realized through our discussion that a token economy can be used to make class fun - students love them. However when setting them up, I will be sure to make it contingent on a level of performance or behaviors, so students don't lose their natural motivations in specific subject areas.

Another helpful thing we discussed in class was the steps in which to implement each of the different reinforcements to motivate those students who are unmotivated:
First method: Intrinsic reinforcement - self praise
Second method: Extrinsic reinforcement - praise from others
Third method: Activity reinforcement - extra recess, fun activity
Fourth method: Tangible reinforcement - candy, treats, toys
Fifth method: token economy