Saturday, June 25, 2011
Sorry...
Just read the posts of my group mates for the integrated unit and realized I forgot to include the types of assessments we will be using for our unit. We have a lot of tasks that will be completed using a rubric for a guideline. One that I am really excited about is the "Service Day" that we will include in order to teach our students how to better their community. This is going to be a completely out of the box day in and one I look forward to having others read about as they look at our unit. Other assessment will come from a design project, kite building, etc... A lot of fun assessments will be done that will be focused on the act of "doing"!
Scary
As a third grade teacher I automatically think about EOGs when I hear the word assessment and I must admit this is scary to me and has been for the five years I have been teaching a tested grade. I hate thinking that all the work my students and I have done throughout the school year will all be judged based on one set of test. Then I realize how much self doubt sinks in when my students do not do as well as I hoped they would even though I know they have grown. I questions what I could of done differently and what factors have impacted my students during testing. This brings me to a stronger support for authentic and continuous assessment.
This semester, in grad school, we have focus on the act of "doing" in the classroom and student being active in their learning, which I think is a terrific idea but I still struggle to see how this matches up with standardized test. I find myself having a battle within my mind of what I should do to best meet the needs of my students. Another key element behind this dilemma is knowing my students are going to be exposed to the EOGs for the first time when they get to me and I know they do not have a clue what they will face when the school year is nearing an end. Without knowing, I feel obligated personally and by those above me to expose my students to the format of standardized test they will have more often than being able to assess in an authentic manner. This sense of obligations tends overwhelm the other things I could be doing to make learning more involved for my students and I am torn between which way is the right way. However, I think a break through is in the making and I am hoping I am right. I believe some are realizing that doing the same thing and exposing students to the format of EOGs in the same way is not working. I feel a rebuilding period coming up in which me, my teammates, administration, and co-workers from other grades, are going to delve into the minds of students and find out what will be the most powerful means of assessment and instruction to meet their needs. It is time for change!
This semester, in grad school, we have focus on the act of "doing" in the classroom and student being active in their learning, which I think is a terrific idea but I still struggle to see how this matches up with standardized test. I find myself having a battle within my mind of what I should do to best meet the needs of my students. Another key element behind this dilemma is knowing my students are going to be exposed to the EOGs for the first time when they get to me and I know they do not have a clue what they will face when the school year is nearing an end. Without knowing, I feel obligated personally and by those above me to expose my students to the format of standardized test they will have more often than being able to assess in an authentic manner. This sense of obligations tends overwhelm the other things I could be doing to make learning more involved for my students and I am torn between which way is the right way. However, I think a break through is in the making and I am hoping I am right. I believe some are realizing that doing the same thing and exposing students to the format of EOGs in the same way is not working. I feel a rebuilding period coming up in which me, my teammates, administration, and co-workers from other grades, are going to delve into the minds of students and find out what will be the most powerful means of assessment and instruction to meet their needs. It is time for change!
Tuesday, June 21, 2011
Authentic Experiences
I loved the idea of "Me" portfolios as described on pages 198-203 of Daniels and Bizar (2005).
I feel this activity is a great way for students to get to know each other and I like that students can be original in their approaches. Finding a sense of community in my classroom was more difficult for me this school year than it had been in the past and I think by giving students an opportunity to share who they are, in an authentic manner, will help my students understand where each other comes from. I also feel using this type of introduction activity could allow me to find strengths in my students that I can utilize throughout the school year. I look forward to using "Me" portfolios at the beginning of next school year as I strive to create, along with my students, a classroom community of respect and encouragement (Daniels & Bizarre, 2005)
I feel this activity is a great way for students to get to know each other and I like that students can be original in their approaches. Finding a sense of community in my classroom was more difficult for me this school year than it had been in the past and I think by giving students an opportunity to share who they are, in an authentic manner, will help my students understand where each other comes from. I also feel using this type of introduction activity could allow me to find strengths in my students that I can utilize throughout the school year. I look forward to using "Me" portfolios at the beginning of next school year as I strive to create, along with my students, a classroom community of respect and encouragement (Daniels & Bizarre, 2005)
Balance
Finding a way to balance family and school can be very difficult but is something I am trying my best to do. I must admit that I sometimes sit down to do grad school work with resentment because I would rather be playing with the kids but then I remember that there is a purpose behind what I am doing. I am trying to grow as a teacher and that is important to me. Another thing that makes it worth it is when my 4 year old son looks up to me and says,"Mommy, I am proud of you." I ask him why and he let's me know it's because I work so hard. It amazes me how the words of my son make things a little less stressful. My mind and focus at this point is getting everything done to my fullest potential by June 30th then spending a lot of quality time with my 1 yr. old, 4 yr. old, and husband during the month of July!
Monday, June 13, 2011
Task 3: Lesson Ideas (Farming)
http://ncmoa.org/artnc/pictures/artifact/full/57.jpg and http://ncmoa.org/artnc/pictures/artifact/full/58.jpg
A field of cut burley tobacco and Jim Symre and family planting tobacco by Rob Amberg may seem to be two strange pieces of art to relate to an elementary school lesson but I was immediately drawn to both. The reason I chose these was due to the farming in our local community and that tobacco farming is part of that. Social studies is the main reason I chose these photos because in third grade we discuss how the local community and region changes over time and what the impacts are (farming is big in our area) but I can also see using these to cover science, language arts, math, and arts content. All of these content areas would intertwine from the starting point of these photos!
Here is how I would incorporate each content area:
Language Arts: Students would have various reading assignments that would be done with groups. The students groups would be responsible for reading about both photos, reading information about farming, learning about the needs of plants, etc.. The students would split these reading task and when the information was needed they would share with their group mates in order to make sure a full understanding is gained. One person or two people per group with the be the experts in what they read while still having accountability for all with the reading tasks. This accountability would come through questioning. If a student did not understand what his group mate read then he would have to ask questions to get clarity.
Science: Student would learn about photosynthesis and what it takes for plants to grow. Students would then plant their own plants and be responsible for taking care of them. While this was going on other plants would be planted (3 plants per group) and one would be placed by the window and would receive no water, another would be placed in the closet, and the final one would be put in the window and watered when needed. The students would keep a log on how to plants grow.
Math: To incorporate math with the above science tasks the students would need to do measurements for their log. Students will measure the height of their plants and write the information on their log. After each week the students will add their total growth and record this information on the log also.
Art: To incorporate art the students will discuss and learn about the impact of color on art. They will learn if certain colors cause different emotions or feelings. The question the students will try to answer is whether color would change the feeling of the artwork.
There is a lot more I could add to these plans but like normal my mind is spinning and I am trying to make everything flow. I am sure other teachers will agree that sometimes we have so many ideas that putting all in a functional order takes time. So excited about so many possibilities!
A field of cut burley tobacco and Jim Symre and family planting tobacco by Rob Amberg may seem to be two strange pieces of art to relate to an elementary school lesson but I was immediately drawn to both. The reason I chose these was due to the farming in our local community and that tobacco farming is part of that. Social studies is the main reason I chose these photos because in third grade we discuss how the local community and region changes over time and what the impacts are (farming is big in our area) but I can also see using these to cover science, language arts, math, and arts content. All of these content areas would intertwine from the starting point of these photos!
Here is how I would incorporate each content area:
Language Arts: Students would have various reading assignments that would be done with groups. The students groups would be responsible for reading about both photos, reading information about farming, learning about the needs of plants, etc.. The students would split these reading task and when the information was needed they would share with their group mates in order to make sure a full understanding is gained. One person or two people per group with the be the experts in what they read while still having accountability for all with the reading tasks. This accountability would come through questioning. If a student did not understand what his group mate read then he would have to ask questions to get clarity.
Science: Student would learn about photosynthesis and what it takes for plants to grow. Students would then plant their own plants and be responsible for taking care of them. While this was going on other plants would be planted (3 plants per group) and one would be placed by the window and would receive no water, another would be placed in the closet, and the final one would be put in the window and watered when needed. The students would keep a log on how to plants grow.
Math: To incorporate math with the above science tasks the students would need to do measurements for their log. Students will measure the height of their plants and write the information on their log. After each week the students will add their total growth and record this information on the log also.
Art: To incorporate art the students will discuss and learn about the impact of color on art. They will learn if certain colors cause different emotions or feelings. The question the students will try to answer is whether color would change the feeling of the artwork.
There is a lot more I could add to these plans but like normal my mind is spinning and I am trying to make everything flow. I am sure other teachers will agree that sometimes we have so many ideas that putting all in a functional order takes time. So excited about so many possibilities!
Sunday, June 12, 2011
Task 2: Melber and Hunter
The task from Unit 2 of Melber and Hunter that I would like to adapt for my classroom is Strategy 7 on developing map skills. I chose this activity because in my 3 years of teaching third grade, maps have always been a focus of our social studies instruction and when looking through the new essential standards finding location withing a community is still present. Here are a list of ideas that come to mind on how to use this strategy next year in my classroom:
(1) Reviewing polygons through the images the students see in their community (math)
(2) Learning about scale and how to draw to scale (math)
(3) How to read a map of the local community (social studies)
(4) Estimating and actual distance from one place to another in feet (math and social studies)
(5) Determining which system of measurement should be used to describe the distance from one place to another (inches, feet, or miles- customary; centimeters, meters, or kilometers- metric)
Please note that ideas (1), (4) and (5) are adaptations from page 51 of the book and idea (2) is adapted from the rubric on page 52 of the book.
(1) Reviewing polygons through the images the students see in their community (math)
(2) Learning about scale and how to draw to scale (math)
(3) How to read a map of the local community (social studies)
(4) Estimating and actual distance from one place to another in feet (math and social studies)
(5) Determining which system of measurement should be used to describe the distance from one place to another (inches, feet, or miles- customary; centimeters, meters, or kilometers- metric)
Please note that ideas (1), (4) and (5) are adaptations from page 51 of the book and idea (2) is adapted from the rubric on page 52 of the book.
Task 1: Chapter 4 of Schell and Fisher
First of all, I would like to say that I love that Schell and Fisher grabbed my attention at the beginning of the chapter with a successful teaching story. I must admit that if I had read the second situation first I may not have enjoyed reading this chapter as much... so kudos to the authors!
Schell and Fisher share a lot of interesting ideas throughout this chapter but the section that appealed to me the most is the section on instructional strategies that work, specifically the sub-sections of inquiry-based learning and making connections. I can see using the mix and mingle strategy on page 95 in my groups integrated unit and in my classroom in upcoming years. Another strategy I will suggest my group use is Jigsaw Reading found on page 97. I like the idea of different people being responsible for different sections of reading task then sharing with a group in order to find out what the entire reading was about. I feel this lightens part of the reading load then allows a chance to share knowledge. Also, I think this strategy can help learners, focus instead of feeling bogged down with their assignments. Another reason this was interesting to me is this strategy was mentioned, without the title of Jigsaw Reading, in our graduate class the other night. I can't remember who said it but the idea of different people being responsible for different parts of the reading then sharing information was provided for our workload. This goes to show that ideas that we are provided to use with elementary school students can branch to all levels of education!
Well back to reading and adding things to my list of what I want to do to improve my classroom for next school year!
Schell and Fisher share a lot of interesting ideas throughout this chapter but the section that appealed to me the most is the section on instructional strategies that work, specifically the sub-sections of inquiry-based learning and making connections. I can see using the mix and mingle strategy on page 95 in my groups integrated unit and in my classroom in upcoming years. Another strategy I will suggest my group use is Jigsaw Reading found on page 97. I like the idea of different people being responsible for different sections of reading task then sharing with a group in order to find out what the entire reading was about. I feel this lightens part of the reading load then allows a chance to share knowledge. Also, I think this strategy can help learners, focus instead of feeling bogged down with their assignments. Another reason this was interesting to me is this strategy was mentioned, without the title of Jigsaw Reading, in our graduate class the other night. I can't remember who said it but the idea of different people being responsible for different parts of the reading then sharing information was provided for our workload. This goes to show that ideas that we are provided to use with elementary school students can branch to all levels of education!
Well back to reading and adding things to my list of what I want to do to improve my classroom for next school year!
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